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The purpose of this study is to present a teacher perception about the use of the Problem Based Learning (PBL) teaching strategy in Accounting courses. The teaching focus is justified based on Martins and Espejo’s (2015) statement that defines the teacher as one of the main topics of the methodology, however, there are few studies that approach. A qualitative research approach was adopted through semi-structured interviews with four teachers. The selection of the participants was not a probabilistic and intentional practice, since the focus of the work requires that the teacher is involved in the Accounting Sciences course and have already used a PBL strategy. The interview guide was developed based on the work of Grishan, Martiniul, Negin and Wright (2015) with the following main topics: (i) identification of the participant; (ii) first contact; and (iii) use of the PBL. The main result of the study indicated a failure in the pedagogical formation of the teacher, a result that corroborates previous studies. The interviewees were unanimous in saying that they had contact with the PBL only after they started to work as teachers, which helps to justify the divergence of opinions regarding the role of the teacher in the PBL, a finding that can put the benefits the use of the method.

O Que Pensam os Professores a Respeito do Problem Based Learning como Estratégia de Ensino na Contabilidade?