The National Professional Master’s Program in Physics Teaching, with more than a decade of existence and around 4,000 Basic Education teachers trained or in training, has established itself as a program of excellence, accredited by the Coordination for the Improvement of Higher Education Personnel and aimed at the training of Physics and Science teachers for Elementary and High School. With the goal of enhancing teaching practice through applied research, the Program became part of Area 51 – Sciences and Humanities for Basic Education, within the Professional Master’s Program for the Qualification of Public Basic Education Teachers, as part of public policies to strengthen professional graduate education in the country. The program affirms the identity of the “physicist-teacher,” guided by qualitative and translational research, with an emphasis on the development and implementation of innovative educational products based on active methodologies, experimentation, and well-established learning theories. The didactic transposition of contemporary physics topics into the classroom reality constitutes a central axis of the proposed training. At the same time, the National Professional Master’s Program in Physics Teaching has consolidated academic, administrative, and financial management practices that have become a reference for nationwide network programs. This work presents an account of this experience, describing the trajectory and evolution of the Program, with an analysis of its main academic, managerial, and political aspects, in line with the guidelines of the Coordination for the Improvement of Higher Education Personnel and the new frameworks established for Area 51.