Educação empreendedora transformando o ensino superior: diversos olhares de estudantes sobre professores empreendedores

• Ano de defesa: 2010
• Autor(a) principal: Martins, Silvana Neumann
• Orientador(a): Mouriño Mosquera, Juan José
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO; ENSINO SUPERIOR; EMPREENDEDORISMO; APRENDIZAGEM; PROFESSORES - ATUAÇÃO PROFISSIONAL; PROFESSORES UNIVERSITÁRIOS
• Link de acesso: http://hdl.handle.net/10923/2842

This research is a Case Study that mainly investigates how entrepreneurial professors make the difference in the classrooms of Higher Education institutions. Based on college students‟ versions, this study focuses on the positive transformations and learning that occur in the classroom where there are entrepreneurial professors and entrepreneurial education. This study is grounded on the theoretical principles of the methodology for the vocational education of entrepreneurs as proposed by Fernado Dolabela. The empirical field of the investigation is Centro Universitário UNIVATES, located in Lajeado, RS/BR. The research participants are 257 college students who attended the Discipline of Entrepreneurship in the A/2009 semester. Data were provided by a questionnaire consisting of open-ended and closed-ended questions while the data analysis was performed using descriptive statistics, proposed by Barbeta (1999), done through the Context Analysis Technique as proposed by Bardin(2009), and the Content Analysis Methodology as proposed by Moraes (2007). The findings of this research were grouped into four categories: 1. The importance of the Discipline of Entrepreneurship at UNIVATES; 2. College Professor: an entrepreneurial person; 3. An entrepreneurial Professor‟s class and; 4. Entrepreneurship transforming education at the University. These categories were analyzed through a dialogic reflection with authors like Dornelas, Moran, Zabalza, Kincheloe, Seligman, Mosquera and others. Parallelly, a bibliographic review was done aiming at bringing out subjects like social entrepreneurship, intra/entrepreneurship, higher education, knowledge society, social entrepreneurship and college pedagogy for reflection. In the end, it was observed that college students legitimize the methodologies used by entrepreneurial professors and they say that, with these professors, the learn. Starting from the students‟ observations, teaching methodologies and educational actions that result in entrepreneurial education are proposed.