This paper aims to examine management faculty development in Brazil and associated conceptions, practices, and challenges in an attempt to contribute to the debate and stimulate the improvement of the quality and excellence of this process. This is a qualitative study based on the discourse analysis of five semi-structured interviews conducted with representatives from four organizations which regulate and promote management higher education in Brazil. Regarding current faculty development practices, we verified that they are nearly inexistent both from the government and the higher education institutions in management. Nevertheless, some fruitful initiatives come from interinstitutional partnership projects. Conceptions and practices of management faculty development converge in encouraging a traditional vision of learning as a hierarchical transference of explicit knowledge. These conceptions and practices also ignore the sociopractice dimension of learning motivated by institutionalized and formal polices and action.