ABSTRACT
The article presents the results of a survey conducted within a master's post-graduate program - professional mode - involving nine teachers responsible for both the subjects within the curriculum, and the guidelines for the final papers. The objective was to investigate the epistemological realities, skills, abilities and perspectives of teachers and offer conditions to (re) build a framework for making decisions regarding the curriculum, the plans, actions and evaluations toward the master's program's improvement, the teaching practice and student performance. The results indicate the teacher's commitment to education, with particular emphasis on the sharing approach between disciplines and areas of knowledge in research.
KEYWORDS:
master's degree; teaching; learning