O trabalho docente no curso de administra？？o: algumas (re)significa？？es

the aim of this paper is to analyze the work of college teachers developing their activities on management courses, beginning from a discussion about the way "to be" and the way "to do", as well as about the use of other approaches that are being engendered in the daily work of these teachers, raising questions about the work of teacher trainers on management courses, and their practice. the discussion is based on secondary data and on the pedagogical experiences of the authors. some observations are presented, concerning the value of work and the demands it puts on someone, first considering how this applies to workers in general. following this, the discussion narrows to the question of what implications work has for the teaching profession and which pedagogical practices developed by contemporary teachers break with professional hegemonic practice in the field. from this discussion, it is perceived that professionals in the area are discovering different approaches to production of lessons and also of evaluating their students. this, in turn, is creating practices that may lead them to new ways of assuming their roles as teaching professionals.