“…In this context, beginning with the formal introduction of graduate studies in Brazil in 1965, with the Sucupira Report (CES/CFE nº 977/65), stricto sensu graduate programs were organized to adjust to the concept of the university as an academically productive institution (Turnes, 2014). Currently, more particularly in 2020, it is common to find in the scientific literature studies aimed at analyzing, qualifying, quantifying and classifying teacher training experiences, including curricular components of graduate programs (Veras et al, 2020), teacher training and experience in higher learning settings (Furlan et al, 2020), mapping of research conducted on basic education teaching (Scherer, 2020), and teacher qualification and the training of teacher researchers in stricto sensu graduate programs (Teixeira et al, 2020). It is important to point out that Graduate Programs initially sought to meet an urgent demand to prepare teachers for more significant academic participation.…”