Coordenação de curso no ensino superior privado: um estudo de caso em uma Faculdade no Sudeste Paraense

Abstract

This dissertation, entitled “Course Coordination in Private Higher Education: a study at University in Southeast Para, North Brazil”, presents as its object of study the profile of coordinators and their performance in course management, as well as the understanding of the relationships that contribute to the development of management considered efficient given the demands imposed by the current context. The guiding question is: how are the management practices that guide the performance of Course Coordinators at Faculdade dos Carajás University in Marabá/PA? Therefore, the conception of administration, business logic in the educational sector, management models and the practice of managers' performance determined by the capitalist model of production were addressed. Thus, qualitative-quantitative research is adopted as a theoretical-methodological procedure. Initially, a bibliographical survey was carried out and then some higher education indicators were analyzed to better understand the

research object. Subsequently, a survey was carried out using the Likert scale and semi- structured interviews were carried out with the Course Coordinators, Teachers and General

Director of the Private Higher Education Institution (IESP). When analyzing the data and characteristics of the Course Coordinators' profile, it was noticed that they are a group of young teachers, and that even though some bring experience from previous management positions, they do not feel completely prepared to perform the role. From the research carried out, it was identified that the skills necessary for a good manager differ from the expectations of the other research subjects, that is, Teachers and General Director. However, we identified that the role of Course Coordinators is complex and that the guidelines defined through institutional policies are not sufficient to meet the routine management of these professionals. This research does not exhaust the topic covered, but lends itself to reflection on the practices of educational managers in the face of social, cultural and political trends that determine education.