Enseñanzas de emprendimiento: Un estudio sobre buenas prácticas y antecedentes de los docentes brasileños

Autores/as

  • Artur Tavares Vilas Boas Ribeiro artur.tavr@gmail.com
    Departamento de Ingeniería de Producción, Escuela Politécnica de la Universidad de São Paulo (Poli-USP), São Paulo, SP, Brasil
    https://orcid.org/0000-0002-0951-7191
  • Cesar Alves Ferragi ferragi@gmail.com
    Departamento de Geografía, Turismo y Humanidades, Universidad Federal de São Carlos (DGTH-So UFSCar), Sorocaba, SP, Brasil
    https://orcid.org/0000-0001-8066-500X
  • Maria Angelica do Carmo Zanotto angelicazanotto@ufscar.br
    Coordinación de Innovaciones Pedagógicas y Formativas, Universidad Federal de São Carlos (SEaD-UFSCar), São Carlos, SP, Brasil
    https://orcid.org/0000-0002-3387-6354
  • André Coimbra Felix Cardoso ancfelix@ufscar.br
    Departamento de Administración, Universidad Federal de São Carlos (DAdm-UFSCar), Sorocaba, SP, Brasil

DOI:

10.14211/ibjesb.e2133

Palabras clave:

Educación emprendedora, Emprendimiento, Carrera docente, Prácticas pedagógicas, Antecedentes profissionales de los maestros

Resumen

Objetivo del estudio: conocer prácticas concretas de la enseñanza del emprendimiento y los antecedentes en la formación de los docentes, a fin de llenar los espacios en blanco observados en la literatura sobre el asunto. Metodología: recolección de datos de profesores de emprendimiento reconocidos por su práctica en clase (seleccionados por el procedimiento snowball), por medio de 10 entrevistas semiestructuradas y en profundidad, examinadas por medio de la técnica de análisis de contenido. Resultados principales: identificación de 30 buenas prácticas, categorizadas conforme sus énfasis y las respectivas bases, destacadas aquí entre paréntesis. Son ellas: (a) aprendizaje (proyectos), (b) aprendizaje (problemas), (c) ejercicios reflexivos, (d) expositiva (casos), (e) expositiva (emprendedores invitados), e (f) expositiva (debates y quizzes). Tras el detallando de las actividades, fueron presentadas, de forma complementar, hallazgos sobre las experiencias de los docentes, como la vivencia emprendedora, experiencias profesionales e internacionales, corroborando la literatura existente acerca del tema. Aportes teóricos: por presentar fronteras, en términos de enfoques en clase, las buenas prácticas contribuyen para la literatura, pues fortalecen los argumentos favorables a los modelos experienciales, y a los basados en proyectos o problemas. Además, los resultados confirman lo que la literatura apunta con relación a las experiencias previas en la formación de docentes de emprendimiento. Originalidad: este artículo presenta un análisis profundo sobre buenas prácticas en la enseñanza de emprendimiento, algo anteriormente señalado de modo superficial y genérico (Gedeon, 2014). Contribuciones sociales: los resultados permiten la apropiación por parte de los profesores de emprendimiento, quienes encuentran, en este artículo, una amplia gama de prácticas detalladas para ser replicadas en otros contextos.

Clasificación JEL: L23, I23, I28 e I25

 

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Biografía del autor/a

Artur Tavares Vilas Boas Ribeiro, Departamento de Ingeniería de Producción, Escuela Politécnica de la Universidad de São Paulo (Poli-USP), São Paulo, SP, Brasil

es profesor de la Universidad de São Paulo (USP) y trabaja en el departamento de Ingeniería de Producción de la Escuela Politécnica de la USP. Tiene maestría y doctorado en la Facultad de Economía y Administración de la USP (FEA-USP). Sus áreas de interés incluyen Emprendimiento, Educación, Universidades y Ecosistemas de Emprendimiento. Sus artículos han sido publicados en revistas como Education + Training, International Journal of Entrepreneurship and Innovation Management y Journal of Studies in International Education.

Cesar Alves Ferragi, Departamento de Geografía, Turismo y Humanidades, Universidad Federal de São Carlos (DGTH-So UFSCar), Sorocaba, SP, Brasil

es profesor asociado de emprendimiento, gestión y marketing turístico en el departamento de geografía, turismo y humanidades de la Universidad Federal de São Carlos (UFSCar), campus Sorocaba. Tiene un doctorado y una maestría en administración pública de la Universidad Cristiana Internacional (ICU), con sede en Tokio, Japón, y un título de la Escuela de Administración de Empresas de la Fundação Getulio Vargas (EAESP-FGV). Sus áreas de interés incluyen Psicoanálisis, Innovación, Construccionismo Social, Emprendimiento, Turismo, Educación Internacional, Asia, América Latina y Seguridad Pública. Sus artículos han sido publicados en revistas como Journal of Entrepreneurship Education, Manual SAGE de Práticas de Construcionismo Social y Revista Brasileira de Segurança Pública.

Maria Angelica do Carmo Zanotto, Coordinación de Innovaciones Pedagógicas y Formativas, Universidad Federal de São Carlos (SEaD-UFSCar), São Carlos, SP, Brasil

es técnica superior de la Universidad Federal de São Carlos, en la Secretaría General de Educación a Distancia, donde es coordinadora en la Coordinación de Innovaciones Pedagógicas y Formativas. Posee posdoctorado, doctorado y maestría por la UFSCar, en el área de Educación. Realizó una especialización en Gestión de la Innovación Tecnológica (MBI UFSCar). Ejes de investigación y acción: enseñanza de la ingeniería, innovación en la educación, planificación pedagógica en la educación a distancia, aprendizaje semipresencial, tecnologías de la información y la comunicación para la educación, teorías del aprendizaje. Tiene artículos publicados en revistas y congresos en el campo de la Educación.

André Coimbra Felix Cardoso, Departamento de Administración, Universidad Federal de São Carlos (DAdm-UFSCar), Sorocaba, SP, Brasil

es profesor asociado de Administración Estratégica y Emprendimiento del Departamento de Administración de la UFSCar Sorocaba (DAdm-So). Tiene un doctorado de la FEA-USP, una maestría de la UFSC y una licenciatura de la UFSC. Sus áreas de interés incluyen Innovación, Emprendimiento, Gestión Estratégica y Sostenibilidad Empresarial. Sus artículos han sido publicados en revistas como Journal of Entrepreneurship Education, Revista de Administração da UFSM y Revista de Gestão Social e Ambiental.

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16-11-2022

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Ribeiro, A. T. V. B., Ferragi, C. A., Zanotto, M. A. do C., & Cardoso, A. C. F. (2022). Enseñanzas de emprendimiento: Un estudio sobre buenas prácticas y antecedentes de los docentes brasileños. REGEPE Entrepreneurship and Small Business Journal, 11(3), e2133. https://doi.org/10.14211/ibjesb.e2133

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