Prática docente enquanto itinerário formativo no Programa de Pós-Graduação em Administração da Universidade Federal da Paraíba (PPGA/UFPB)

This paper aims to analyze the training itinerary of Teaching Practice in the Graduate Program in Business Administration at the Federal University of Paraíba (Pós-Graduação em Administração da Universidade Federal da Paraíba - PPGA/UFPB). This concern stems from training in Brazilian Graduate Programs, with their first program appearing in the mid-1960s, aimed at both teaching and research, which gradually lost balance over time. Research became the main focus of these programs, reinforced by how they are evaluated, and the product that master's and doctoral students deliver at the end of their training – dissertation or thesis – due to the prestige arising from publications and participation in events. Such teaching training falls directly into the construction of professionals in Business Administration since these masters and doctors will be training new administrators in the most different institutions of higher education. In this research, we carried out searches on the Sucupira platform that allowed mapping how this training occurs in postgraduate programs in Business Administration in Brazil. Interviews were carried out, with a semi-structured script, with the students of the PPGA/UFPB to bring their experiences throughout the training in the Business Administration Program, and, finally, we proposed an outline of the teacher training itinerary as a suggestion for postgraduate programs in Business Administration. The results show that more than 72% of the programs bring some curricular component aimed at teacher training, but, on the other hand, more than half (53%) of the programs do not offer a subject of the teacher training axis. It shows how this discussion about teacher training is relevant for programs to cover the formation of this axis to develop a set of knowledge consistent with professional performance. It can be articulated through specific skills necessary for teachers. Regarding the interviewees' experiences, we established two categories: (i) teacher training and (ii) teacher training ...