Organizational pedagogical identity is understood as a pedagogical device, a construct designed to bridge the gap between educational intentions and teaching practices within educational organizations. This is achieved by fostering greater pedagogical coherence in curricular actions through the establishment of an order that connects discourses, structures, subjectivities, and practices. This connection helps to overcome common institutional challenges, such as discursive overload, weak formalization, crises of subjectivity, and disjointed practices—factors that often result in curricular actions developing in a state of constant tension and losing pedagogical coherence. Pedagogical coherence emerges as a key category for organizing curriculum management processes in educational organizations. It involves building bridges that transcend institutional issues like curricular recontextualization, balancing objective and subjective curricular structures, and legitimizing curricular practices. These strategies serve as mediators in addressing the aforementioned challenges. The aim of this work is to establish a shared discourse within the collective framework of educational organizations, enabling the emergence of coherent ways of articulating, acting, reflecting, and conducting oneself pedagogically. This would create a curricular order that strengthens pedagogical coherence and contributes to the enhancement of educational quality from a pedagogical standpoint, in alignment with the core mission of these organizations.

This book is included in DOAB.