Pedagogia e gestão educacional: a proposta formativa do curso de Pedagogia da UFPB – campus I (2006)

Abstract

This study investigates how the Pedagogy program at the Federal University of Paraíba (UFPB), Campus I, has prepared future educators to work in the field of educational management. The research assumes that, although legislation and official documents (LDB, PNE, DCNs) recognize management as a formative dimension of the pedagogue, the program still presents limitations in the theoretical and practical deepening of this area. The methodology combined qualitative and quantitative approaches, including documentary analysis (Political-Pedagogical Project, curriculum matrix, and syllabi), semi-structured interviews with professors, and questionnaires applied to students. The theoretical framework drew on authors who discuss the identity of the pedagogue, the relationship between teaching and management, and the challenges of integrated training. Results show that the historical trajectory of the Pedagogy program at UFPB has been marked by disputes between the centrality of teaching and the appreciation of skills such as management, supervision, and educational guidance. The 1996 curricular reform and the 2006 Guidelines consolidated teaching as the program’s core, while reducing the space for management. Interviews revealed that professors perceive significant losses with the elimination of specializations, while students consider the training in management as basic yet insufficient for full performance in leadership positions, pedagogical coordination, or public institutions. The study concludes that, although the program includes educational management as part of the curriculum, gaps remain in terms of workload, practical articulation, and the treatment of topics such as public administration, budget planning, and the use of educational indicators. It argues for revisiting the Pedagogy Program’s curriculum to strengthen the identity of the pedagogue as a critical, democratic manager committed to social transformation.