Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Burin, Fátima Osmari
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| Orientador(a): |
Guilherme, Alexandre Anselmo
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
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| Departamento: |
Escola de Humanidades
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/9568
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Resumo: |
The Education Startups scenario in Brazil is promising, but solutions specifically aimed at Basic Education present significant barriers in their consolidation that go beyond aspects of the entrepreneur himself, the entrepreneurship ecosystem and the school. Studying these implications makes it possible to contribute to an ecosystem of educational entrepreneurship of more quality and that in fact have a significant impact on teaching and learning of students, moreover, research in this field is still very scarce, reinforcing the relevance of this work. This research proposes to map the general panorama of Education Startups, in the Brazilian scenario, and its possible insertions in Basic Education schools. In order to do so, the characteristics of the Brazilian Education Startups, entrepreneur profile and the types of solutions offered through the mapping survey currently carried out were evidenced; we understand the ecosystem of entrepreneurship in Education Startups, among them the investors, incubators, accelerators and public policies and the relationship educational context/Education Startups in the entrepreneurs' view. The methodological approach adopted was of a qualitative and exploratory nature. The research subjects are entrepreneurs who founded an Education Startup, selected following the criteria: to be registered at the StartupBase bank; to have the solution turned to one of the following areas: learning, development of new skills or creation of content; turned to Basic Education; founded in the five States with the highest number of EdTechs currently: São Paulo, Minas Gerais, Rio de Janeiro, Rio Grande do Sul and Paraná. For data collection, individual semi-structured interviews were conducted via the Zoom platform. The questions were elaborated contemplating the six pillars of entrepreneurship ecosystems proposed by Isenberg (2011). For data analysis the content analysis according to Bardin (2011) will be used. This research provided a first effort in an attempt to map the relationship between Education Startups and Basic Education schools, both public and private. It is suggested to continue this research investigating teachers, school principals and pedagogical coordinators to verify how they see the Education Startups inserted in Basic Education and possible improvements, because the results obtained show that it is only possible to foster the insertion of EdTechs in Basic Education with significant impact when the three pillars: entrepreneurs, entrepreneurship ecosystem and school interrelate. In a practical way, we hope that the indications of entrepreneurial ecosystem in Education will be put into practice by all the actors of this ecosystem. |
