UM ESTUDO LONGITUDINAL SOBRE O TRABALHO DOCENTE A PARTIR DA PERCEPÇÃO DOS ALUNOS NA AUTOAVALIAÇÃO INSTITUCIONAL DE UMA INSTITUIÇÃO PRIVADA DE ENSINO SUPERIOR NA AMAZÔNIA

This longitudinal study of teaching practice, based on student perceptions recorded in the Institutional Self-Assessment (AAI) of a private higher education institution located in the Amazon region—the Pará State University Center (CESUPA)—was conducted from 2014 to 2024. The research aimed to analyze the impacts of continuing teacher education initiatives, with an emphasis on active learning methodologies, implemented as part of the institution's commitment to pedagogical innovation and academic excellence. This mixed-methods study, with an exploratory-descriptive design, integrated quantitative data extracted from the AAI's semiannual reports and qualitative data from open-ended teacher evaluations and focus groups. Four key dimensions were analyzed: teaching methodologies, feedback practices, teacher-student relationships, and student engagement with academic activities. The results demonstrate consistent improvement across all indicators analyzed, with particular emphasis on interpersonal relationships and improved feedback practices. A gradual increase in the use of active methodologies and student engagement was also observed, especially after the COVID-19 pandemic, indicating that the changes implemented during this period drove lasting innovations in pedagogical practice. The study highlights the importance of continuing teacher education as a strategic axis for transforming pedagogical practices and strengthening the institutional mission. It concludes that the qualified use of AAI as a tool for student listening and educational management contributes significantly to the consolidation of an institutional culture committed to quality, innovation, and the centrality of the student in the teaching-learning process.