Contributions of the Stricto Sensu Graduate in Administration for Teaching Education

This article investigated how stricto sensu graduate programs in Management (PPGAs) contribute to teacher development in Management in Brazil. Methodology: This research was characterized by being primarily qualitative and descriptive- exploratory. It was decided to encompass four parallel and integrated research fronts with specific objectives associated with the general aim in a mixed methods approach. Each investigative front was composed of different actors and collections. It allowed the triangulation of sources to understand better the phenomenon studied. Theoretical Contributions: From the findings obtained from the analysis of the empirical material collected, it was noticed that the PPGAs contributed minimally to the didactic-pedagogical development of Management teachers. In addition, the article still advances theoretically when it explains the existence of inhibiting factors to the contribution of PPGAs in the faculty development process, as well as which elements can work as catalysts capable of transforming the worrying scenario of faculty development in Management.