The Experiential Learning Theory in Entrepreneurship Education: An Exploratory Study
DOI:
10.14211/regepe.v6i1.353Keywords:
Entrepreneurship, Education, Experiential Learning Theory.Abstract
Experience in the process of entrepreneurial learning has been considered relevant. One of the understanding possibilities of this experience is the theory of experiential learning that has as prerequisite to the use of concrete experience in teaching-learning process. This article aims to discuss the six propositions of experiential theory in the context of entrepreneurship education, aiming to respond how teachers perceive the characteristics of experiential learning at entrepreneurship education. It is a border issue, yet without convergence of empirical findings and feasible for an exploratory study. Therefore, it was conducted an exploratory research, qualitative, that used interviews with experts as a procedure for data collection. Sixteen entrepreneurship professors of the city of São Paulo were interviewed. By the discourse analysis of the interviewees it is clear that the experience is essential to teach entrepreneurship: several theory features were perceived as existing in the process of teaching entrepreneurship and also some limitations, such as the lesson times, the willingness of the student for tasks outside the school environment, curriculum planning and teacher preparation. Academically, this article contributes with a step to understanding a theme that lacks studies and, in practice, with teachers who seek explanations on the specific didactics for teaching entrepreneurship.Downloads
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