O saber empreendedor docente: a experiência do projeto despertar - parceria SEBRAE-RN/SEEC-RN

Abstract

This work titled "The Teacher’s Entrepreneurial Knowledge: the experience of Despertar project – Partnership SEBRAE-RN / SEEC-RN" has the main objective to analyze the construction of one’s teaching entrepreneurial knowledge in light of the experiences from high school teachers who are participants of Despertar Project. We defined the following research questions: from the perspective of teachers participating in Despertar, can the entrepreneurial knowledge acquired through this project empower teachers to trigger new processes that could change their pedagogy? Before the challenges of our time, what is the role that entrepreneurial education can play to form more active and critical individuals who are able to live in global citizenship? The theoretical and methodological procedures used to reveal the objectives of the study are grounded on qualitative research. For data collection techniques we used documentary research, comprehensive interview and observation. For the treatment of the information we use the Content Analysis. We conducted a study of descriptive and comphrehensive nature, with the support of documents prepared by the research subjects (teachers) as well as literature on entrepreneurship, education and teacher training. We rooted this research on authors such as: Tardif (2014), Mezirow (1990), Dewey (1979), Bandura (1997), Shulman (1998), Ramalho, Nunes and Gaulthier (2004), Alcoforado (2010), Garcia ( 1999), Freire (1972), Dolabella (1999) among others. This work is tentatively divided into two parts. In the first part, there is an analysis of the synergies between entrepreneurship, education and teaching. This section is followed by an introduction to Despertar, its origins and design as well as the development of the partnership between SEBRAE-RN with the Department of Education. The results from this section lead to a reflection on the pedagogical implications of this educational proposal. The second section presents the methodology used and the paths followed by the researcher to identify and validate the data, followed by the results and final considerations, expressed through three categories: Personal Dimension, Dimension Educational, and Social Dimension Policy. The research’s results reveal that the epistemological didactic elements of entrepreneurship teaching has a transformative power, not only on the part of the recipient (the student), but mainly on those who teach / transmit: the teacher. This set of elements, involving aspects of cognitive and attitudinal nature, triggers teachers to a reflective, critical process, which we name "Knowing Entrepreneurial Teacher". Taking into account the new educational needs of society, the perspective is that this set of knowledge can be accessed didactically and pedagogically by education professionals — as well as include them in the context of initial and continuing education programs —, thus providing opportunities for schools and students to engage with the numerous challenges facing the world, especially Brazil.