Formação docente para o ensino de empreendedorismo

Abstract

In the field of educational advances that now appear in Brazilian society, it is estimated that at the beginning of school life the student excites the development of attitudes, postures and aptitudes. Among these is entrepreneurship as one of the challenges for an entrepreneurial culture, which make proactivity and human relationships opportunities for social changes. For the consolidation of this necessary process, it becomes necessary for the teacher to have the opportunity to be the catalyst for this process, turning the difficulty into an opportunity. That said, the objective of this work was to analyze the training of teachers who work in elementary education in the state public school system in the city of São Bento do Sul (SC) in relation to the teaching of entrepreneurship. Methodologically, its organizational foundations focus on the principles of applied research, using an inductive method, with a qualitative approach, based on the basic principles of the case study. This premise was sought through the authors Dolabela (1999-2003), Dornelas (2007-2008), Drucker (1986-2010), Filion (1999-2010), Leite (2017), Lopes (2010), Nóvoa (2009), Pimenta (2012) and Tardif (2014) the guiding theoretical framework for this study. The study population had a sample of twenty elementary school teachers who work in the various educational institutions of the state network in the municipality of São Bento do Sul - Santa Catarina. For data collection, a semi-structured interview was used, composed of 16 questions, divided into 04 blocks. For the analysis of the data, they followed the guidelines of Content Analysis, by Bardin (2016). The data obtained led to the understanding that the majority of respondents never received training on the topic. Configuring that the teaching of entrepreneurship is not solid, because they did not obtain the necessary knowledge in their academic formation. The basis for teaching entrepreneurship is not solid, as these teachers do not have this walk in entrepreneurship developed in their training, which makes it difficult to build an entrepreneurship class that minimally meets the curriculum requirements. As a conclusion, we highlight the need for planning activities, differentiated didactic and methodological resources to be used with students in theoretical classes. By understanding this, an educational product was created, which is a didactic-pedagogical script with plans to help teachers teach entrepreneurship by stimulating entrepreneurial skills and competences in the students' teaching and learning process.