Alinhando estratégias e construindo o futuro: uma avaliação das práticas de planejamento das coordenações dos cursos de graduação em um centro de ensino da Universidade Federal da Paraíba

Abstract

The implementation of strategic planning across the various levels of an organization requires the use of techniques and tools that translate strategy into courses of action, objectives, and measurable goals. In the context of higher education, the National Higher Education Assessment System (SINAES) defines the Institutional Development Plan (PDI) as the guiding document in leading this process. Within this scenario, the present study aimed to evaluate the planning practices adopted by undergraduate course coordinations within an academic center at the Federal University of Paraíba (UFPB), identifying particip contribution of sectoral planning aligned with the PDI to the improvement of educational management, as well as the main difficulties encountered in its execution. Methodologically, the research followed a mixed-methods approach, combining qualitative and quantitative elements, grounded in both deductive and inductive reasoning, and supported by pragmatic interpretative structures under the theoretical lens of the social sciences. The chosen research strategy was an Intrinsic Case Study. To achieve the proposed objectives, the study included the characterization of the profile of managers and administrative staff from the undergraduate courses of the selected academic center, along with an analysis of their respective planning practices. Data collection was conducted through the application of a semi-structured questionnaire with both open and closed questions, as well as through semi-structured interviews organized by topic, held with the managers and administrative representatives involved. Data analysis adopted a convergent approach, integrating quantitative and qualitative results. Quantitative data were treated using descriptive analysis, while qualitative data were interpreted based on the Collective Subject Discourse method, as proposed by Lefèvre & Lefèvre, and supported by the theoretical contributions of Carlos Matus and Pierre Bourdieu. The results revealed several characteristics of current planning practices: (i) although the importance of strategic planning is acknowledged, practices remain largely informal, guided primarily by academic and administrative calendars; (ii) in a few cases, internal plans were developed using tools such as SWOT analysis, scenario analysis, and situational strategic planning; (iii) the St strategic positioning through the development of the pedagogical project, while the work plan registered in the Integrated Human Resources Management System (SIGRH) reflects annual administrative planning; (iv) most participants were unable to confirm whether these plans were aligned with the 2019 2023 PDI. The analysis also identified key challenges affecting the effectiveness of integrating sectoral plans with the PDI: (i) lack of an organizational culture oriented toward sectoral planning; (ii) insufficient human, financial, and technological resources; (iii) lack of team training and a standardized planning methodology; (iv) ineffective institutional communication regarding the PDI; (v) limited academic community involvement 2023 PDI; and (vi) the absence of digital systems to support the planning and monitoring of actions. The study concludes that narrowing the gap between strategic and operational levels requires systemic actions aimed at enhancing collective participation and dialogue in the planning process, improving training for managers and staff, providing appropriate tools and techniques, and implementing effective information systems to embed planning as a core institutional practice. As a technical product, a report was prepared with recommendations to improve the deployment of strategic planning at UFPB, alongside a spreadsheet designed to support teams in the development of sectoral plans.