Quem me Ensina a Ensinar? Atividades para o Exercício da Docência

Abstract

This study aimed to  identify which teaching and learning activities are developed in the stricto sensu graduate program in accounting and administration for the exercise of teaching activities. Thus, a survey was conducted through a questionnaire applied to 167 graduate programs in accounting and administration, obtaining a total of 244 valid responses. The results show that the majority of respondents have experience in the area of ​​teaching and perception that the graduate programs to which they are linked prepare them for the exercise of teaching. However, it is inferred, from the identification of contact with teaching and learning activities for the exercise of teaching, that these are poorly developed in students by the analyzed graduate programs, with those with greater averages are concentrated in assessment instruments. Thus, there seem to be neglected teaching and learning activities, with the exception of assessment instruments, which can demonstrate an inversion of teaching activity values, since the training of accounting and administration professors seems to emphasize and focus their efforts more on developing evaluative aspects for the exercise of the teaching activity, than to develop the processes that precede this stage.