Oportunidades de desenvolvimento docente

This study investigated the perceptions of 85 professors and one university staff member working at a mid-sized public university regarding the development of teaching and pedagogical skills. Methodologically, the research followed a qualitative-quantitative design (Souza; Kerbauy, 2017) with an exploratory approach. Data were collected through an online questionnaire answered by faculty and staff, and 10 individual interviews (one of them being carried out with one administrative staff member, who was responsible at the time for organizing the training initiatives). Data interpretation was guided by thematic analysis (Braun; Clarke, 2012), supported by the ATLAS.ti® software, and structured around three analytical categories. The research revealed that most participants had undergone some form of pedagogical training during their careers. However, the availability of such opportunities was perceived as insufficient. Conversely, the pandemic period significantly boosted training offerings, peaking in 2020. Regarding the institution under study, no clear policy aimed at the pedagogical development of faculty could be identified. This study aims to contribute to ongoing reflections on continuing education as a central axis for improving higher education.