Ensino de empreendedorismo: Um estudo sobre boas práticas e antecedentes de professores brasileiros

Autores

  • Artur Tavares Vilas Boas Ribeiro artur.tavr@gmail.com
    Departamento de Engenharia de Produção, Escola Politécnica da Universidade de São Paulo (Poli-USP), São Paulo, SP, Brasil
    https://orcid.org/0000-0002-0951-7191
  • Cesar Alves Ferragi ferragi@gmail.com
    Departamento de Geografia, Turismo e Humanidades, Universidade 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
    Coordenadoria de Inovações Pedagógicas e Formativas, Universidade 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 Administração, Universidade Federal de São Carlos (DAdm-UFSCar), Sorocaba, SP, Brasil

DOI:

10.14211/ibjesb.e2133

Palavras-chave:

Ensino de empreendedorismo, Empreendedorismo, Carreira docente, Práticas pedagógicas, Antecedentes da formação de professores

Resumo

Objetivo: conhecer práticas concretas do ensino de empreendedorismo e os antecedentes na formação de professores, a fim de preencher lacunas observadas na literatura sobre o assunto. Método: coleta de dados de professores de empreendedorismo reconhecidos por sua prática em sala de aula (selecionados pelo procedimento snowball), por meio de 10 entrevistas semiestruturadas e em profundidade, examinadas pela técnica de análise de conteúdo. Resultados: identificação de 30 boas práticas, categorizadas conforme suas ênfases e as respectivas bases, destacadas aqui entre parênteses. São elas: (a) aprendizagem (projetos), (b) aprendizagem (problemas), (c) exercícios reflexivos, (d) expositiva (casos), (e) expositiva (empreendedores convidados), e (f) expositiva (debates e quizzes). Após o detalhamento das atividades, foram apresentadas, de forma complementar, descobertas sobre os antecedentes dos professores, como a vivência empreendedora, as experiências profissional e internacional, corroborando a literatura existente acerca do tema. Contribuições teóricas/metodológicas: por apresentar fronteiras, em termos das abordagens em sala de aula, as boas práticas contribuem para a literatura, pois fortalecem os argumentos favoráveis aos modelos vivenciais, e aos baseados em projetos ou problemas. Além disso, os resultados confirmam o que aponta a literatura em relação aos antecedentes na formação de professores de empreendedorismo. Originalidade: este artigo apresenta uma análise aprofundada sobre boas práticas no ensino de empreendedorismo, algo antes apontado de modo superficial e genérico (Gedeon, 2014). Contribuições sociais/para a gestão: os resultados permitem a apropriação e a replicação, em outros contextos, por parte de professores de empreendedorismo, do amplo espectro das práticas aqui elencadas.

Classificação JEL: L23, I23, I28 e I25

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Biografia do Autor

Artur Tavares Vilas Boas Ribeiro, Departamento de Engenharia de Produção, Escola Politécnica da Universidade de São Paulo (Poli-USP), São Paulo, SP, Brasil

é professor na Universidade de São Paulo (USP), atuando no departamento de Engenharia de Produção da Escola Politécnica da USP. É mestre e doutor pela Faculdade de Economia e Administração da USP (FEA-USP). Suas áreas de interesse incluem Empreendedorismo, Educação, Universidades e Ecossistemas de Empreendedorismo. Seus artigos vêm sendo publicado em revistas como Education + Training, International Journal of Entrepreneurship and Innovation Management e Journal of Studies in International Education.

Cesar Alves Ferragi, Departamento de Geografia, Turismo e Humanidades, Universidade Federal de São Carlos (DGTH-So UFSCar), Sorocaba, SP, Brasil

é professor adjunto de empreendedorismo, gestão e marketing turístico no departamento de geografia, turismo e humanidades da Universidade Federal de São Carlos (UFSCar), campus Sorocaba. Possui doutorado e mestrado em administração pública pela International Christian University (ICU), localizada em Tóquio, Japão, e graduação pela Escola de Administração de Empresas da Fundação Getulio Vargas (EAESP-FGV). Suas áreas de interesse incluem Psicanálise, Inovação, Construcionismo Social, Empreendedorismo, Turismo, Educação Internacional, Ásia, América Latina e Segurança Pública. Seus artigos vem sendo publicado em revistas como Journal of Entrepreneurship Education, Manual SAGE de Práticas de Construcionismo Social e Revista Brasileira de Segurança Pública.

Maria Angelica do Carmo Zanotto, Coordenadoria de Inovações Pedagógicas e Formativas, Universidade Federal de São Carlos, (SEaD-UFSCar), São Carlos, SP, Brasil

é técnica nível superior da Universidade Federal de São Carlos, na Secretaria Geral de Educação a Distância, onde é coordenadora na Coordenadoria de Inovações Pedagógicas e Formativas. Possui pós doutorado, doutorado e mestrado pela UFSCar, na área de Educação. Concluiu especialização em Gestão da Inovação Tecnológica (MBI UFSCar). Focos de investigação e atuação: educação em engenharia, inovação em educação, planejamento pedagógico em EaD, ensino híbrido, tecnologias de informação e comunicação para a educação, teorias da aprendizagem. Possui artigos publicados em revistas e congressos na área de Educação.

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

é professor associado de Administração Estratégica e Empreendedorismo no Departamento de Administração da UFSCar Sorocaba (DAdm-So). Possui doutorado pela FEA-USP, mestrado pela UFSC e Graduação pela UFSC. Suas áreas de interesse incluem Inovação, Empreendedorismo, Gestão Estratégica e Sustentabilidade nos Negócios. Seus artigos vem sendo publicados em revistas como Journal of Entrepreneurship Education, Revista de Administração da UFSM e 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). Ensino de empreendedorismo: Um estudo sobre boas práticas e antecedentes de professores brasileiros. REGEPE Entrepreneurship and Small Business Journal, 11(3), e2133. https://doi.org/10.14211/ibjesb.e2133

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