This article, an excerpt from the author's thesis, presents the responsibilities and impressions of the teachers who served as Coordination of Degree in Mathematics, at the Federal Institute of Education, Science and Technology of São Paulo (IFSP), between 2008 (the first institutional offer of the course) and 2021 (date of data collection), regarding the exercise of the function. With the central objective of identifying how the function demands pedagogical and educational management dimensions, we started with institutional documents and qualitative research data, obtained in a questionnaire sent to all (former) coordinators of the aforementioned period. By opting to categorize the data, two dimensions were obtained: pedagogical and educational management. This movement resulted in the characterization of the function as articulating, formative and transformative, from the point of view of the pedagogical dimension. As well as educational management consisting of leadership, democratic processes, participatory management and organizational culture and climate. (In)directly impacting the initial training of future mathematics teachers.