Educação em Administração e a formação didático-pedagógica dos mestrandos: experiências de um programa de pós-graduação

Abstract

The university, as an educational institution, assumes the role of training teachers through the creation of permanent policies aimed at pedagogical practice. Thus, didactic-pedagogical training in Business Education is relevant for administrators who decide to work as teachers in higher education. The Coordination for the Improvement of Higher Education Personnel (CAPES) suggests basic pedagogical and didactic training during the master's degree for students who wish to pursue a teaching career. There is a growing challenge in Graduate Programs in Administration (PPGAs) to provide students with the opportunity to learn with new teaching methods. Thus, this study aims to understand how the Graduate Program in Administration (PROPADM/UFS) develops the didactic-pedagogical training of master's students. Methodologically, a qualitative approach and phenomenography strategy were adopted, using interviews, focus groups, and documentary research, through phenomenographic analysis, with the aim of presenting the experiences of active students and graduates of PROPADM/UFS. Based on a systematic review of the literature on Business Education and teacher training in graduate programs, it was possible to identify four contributions to the advancement of research: (a) the nature and knowledge of teachers and teaching skills as theoretical-conceptual approaches, (b) the identification of themes related to teacher training and teaching practice (teaching internship, subjects focused on teaching, active methodologies, and the teaching-learning process), and (c) a proposal for a research framework on teacher training. The main results reveal that the quality of the didactic-pedagogical training offered by the program is perceived as being in a stage of development, with interviewees understanding that the depth of learning, in terms of teacher training, depends on the dedication of the subject teachers and the advisor. The teaching internship was unanimously reported by the interviewees as the greatest experience of didactic-pedagogical training, evaluated as an opportunity that provides contact with the classroom, especially with students and the educational environment. However, the study points out limitations such as the absence of a mandatory discipline that prepares the master's student before taking over the classroom. For the interviewees, there is a clear tension between the roles of researcher and teacher, driven by CAPES' quantitative evaluation metrics that prioritize scientific production over pedagogical preparation. As its main contribution, the study offers valuable insights into the training trajectory at PROPADM/UFS, allowing the identification of areas that require improvement and the recognition of effective educational practices. In addition, the results contribute to the debate on the necessary integration between teaching and research in graduate studies, serving as a basis for agencies such as CAPES and other Higher Education Institutions (HEIs) to formulate guidelines that promote robust teacher training aligned with the Brazilian reality.