The pedagogical training of teachers in stricto sensu programs in accounting sciences

Abstract

Background: This paper presents the results of the research on the Proposals of stricto sensu Postgraduate Programs in Accounting Sciences. Objective: The objective was to analyze the pedagogical training approach delineated in the Proposals available on Sucupira Platform of the Coordination of Improvement of Higher Education Personnel (CAPES). The technique of document analysis was used for the twenty programs aiming at identifying the discourses about the training of the accounting professor for higher education. The identified data refer to the period from 2010 to 2012 and were organized in categories education, teaching, training, projects, programs, curriculum, teacher, teaching-learning, instruction and methodology. In this text only two categories are discussed, with which, through discursive practice, was sought to understand the concept of education and teacher. Results: It is concluded that, besides the challenges of the stricto sensu postgraduate programs in Accounting for an interdisciplinary dialogue among the areas of knowledge, there are no projects of pedagogical training that take the teaching of Accounting as object of study and training for teaching in higher education. Conclusion: It is claimed that teaching does not conform in the tradition; it is made complex in the plurality of subjects and knowledge that it involves, and Accounting Science is just part of the pedagogical process and object to be known.