Percepções dos discentes do stricto sensu sobre a disciplina de empreendedorismo em sua formação como docente

• Autor(a) principal: Homem de Mello, Renata Cardillo
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da METODISTA
• Texto Completo: http://tede.metodista.br/jspui/handle/tede/2231
• topic: educação empreendedora; formação docente; stricto sensu, práticas educativas; empreendedorismo; entrepreneurial education; teacher training; stricto sensu, educational practices; entrepreneurship.; CIENCIAS HUMANAS::EDUCACAO

This research aimed to explore the perceptions of stricto sensu students about the discipline of entrepreneurship in their teaching training and to analyze the evolution of the National Curriculum Normatizations and Guidelines for Higher Education. As methodology we used exploratory and qualitative research, with semi-structured interviews, and the analysis technique was framework analysis. We conclude that the interviewees were impacted by the discipline of entrepreneurship, putting into practice the precepts learned as a result of this discipline and validating that the impacts of the discipline contributed to their professional lives and to their training as teachers. It is also evident that the development of attitudes for a teaching performance in entrepreneurial education is directly linked to the aspects of how this teacher relates to the methodological practices and how he/she manages to position him/herself in front of the students' protagonism in the classroom. This research was justified by the need to present an articulation between research, entrepreneurship, and the (PNE) that determines the goal 13 that aims to raise the quality of training of educational practices, from the national curriculum guidelines, which were established by the CNE/CEB PARECER N. No: 13/2010 which includes entrepreneurship as a subject in the curriculum of primary, secondary, professional and higher education, the National Plan for Higher Education and the CNE/CES opinion No. 254/2012, which establishes that the stricto sensu courses have a formative character of the faculty with advanced and innovative practices aimed at meeting the social, economic and organizational demands of the various sectors of the economy. The review of previous studies on the proposed theme referred to the period from 2016 to 2021, including scientific articles, theses, and dissertations, considering research available in online scientific bases. The theoretical references that support this investigation are the concepts of entrepreneurial education, norms and guidelines of the MEC-INEP, and the formative aspects of teachers. The context of this investigation directly involved students from master's and doctoral programs. The 15 interviewees were, by convenience with topic in question, selected through a public call on social networks and online forums of stricto sensu courses. This research also shows that the stricto sensu graduate programs need to review the principles of teacher training, so that they can meet the demands of future generations that will soon be entering higher education. (AU)