Componentes pedagógicos oferecidos na pós-graduação stricto sensu em Ciências Contábeis no Brasil

Abstract

This study intends to identify the curricular components of teacher training present in the Post-Graduation stricto sensu in Brazil in Accounting Sciences, with a focus on the teaching stage and also analyze the content addressed in the didactic-pedagogical subjects, according to the following items: higher education, accounting education, curriculum, teacher, teaching-learning, planning, evaluation, teaching techniques and didactic resources. In view of this 42 PPGCCs were checked including 28 master's degree programs and 14 are doctoral degrees. Documentary research was done based on the information made available on the sites of said programs, as well as on the Sucupira Platform. This study is justified by the supposed lack of pedagogical components aimed at teacher education, since the results of previous studies such as by Nganga et al. (2016) indicate a greater need for didactic-pedagogical disciplines in postgraduate courses in the accounting area. It is noteworthy that this present study will update the research carried out by Nganga et al. (2016), to analyze the changes that occurred in the pedagogical components offered in the stricto sensu postgraduate programs in Accounting Sciences in Brazil. At the end, this study is expected to promote a reflection on the pedagogical components related to the formation of the future university professor in Accounting Sciences, contributing to make known the need for pedagogical training in PPGCC.