Teaching and Academic Formation in Management
An Analysis of the Educational Proposals and Formative Actions during the First 50 Years of the PPGA-UFPB
DOI:
https://doi.org/10.22478/ufpb.2238-104X.2025v15n2.76729Keywords:
Management Education, Academic Training, Graduate ProgramsAbstract
Objective: We evaluate in the present study the historical development of the educational projects implemented by the Graduate Program in Business Administration at the Federal University of Paraíba (PPGA-UFPB), from its foundation in 1975 to 2025. Our aim was to understand both what was taught and how teaching practices were structured throughout the program’s 50-year trajectory. Method: A case study was conducted focusing on the institutional regulations and based on three main analytical categories: stated goals; area of concentration and research streams; and curricular courses. Main results: The findings reveal a formative trajectory characterized by an initial functionalist orientation, followed by a gradual incorporation of critical and interdisciplinary approaches, and a growing emphasis on research and teacher training. The study also demonstrates the program’s sustained commitment to curricular updates in response to the evolving field of Administration and its social demands. Theoretical contributions: Considering the theory of academic field institutionalization, the PPGA-UFPB case provides empirical evidence with both typical and unique elements, illustrating how the components of a field interrelate and reconfigure over time. Practical contributions: The study can encourage other programs to reconstruct their own formative paths, fostering pedagogical improvement, curricular innovation, and alignment between institutional missions and educational practices.
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