Gestão acadêmica e administrativa em uma universidade pública federal: o papel do colegiado de curso de graduação

Abstract

The present study sought to analyze the role of the Course Colleges in the academic and administrative management of undergraduate courses at the Federal University of Alagoas (UFAL), Campus Arapiraca. For this purpose, the structural and management characteristics of the Arapiraca Campus were identified, described and discussed, as well as the academic and administrative attributions that are foreseen for the performance of the Collegiate of Undergraduate Courses at UFAL, the academic and administrative attributions performed by these bodies in the context of the Arapiraca Campus, as well as the specificities of their decision-making processes. In conducting the research, we opted for a qualitative approach with an exploratory and descriptive perspective. The data collection was done through the technique of document analysis, semi-structured interviews and participant observation. For the analysis of such data, the content analysis technique of Bardin (2016) was used, systematized into five categories of analysis: Organizational Structure, Normative Guidelines, Academic Management, Administrative Management, and Decision Making. The results revealed that the different organizational models are present and have a direct impact on the performance and decision-making processes of the Course Colleges, while contributing to a better understanding of the institutional reality of these bodies. In the exercise of the collegiate functions, a greater prevalence of administrative/bureaucratic attributions was verified, indicating a distortion in their functioning. Besides this, the diverse models, added to the different conceptions and multiple objectives and interests, also determine differentiated performances and roles for the Collegiate Colleges of Undergraduate Programs. However, the role of greatest relevance and that which is closest to the institutional ideology is that which demonstrates a greater balance between the academic and administrative attributions developed.