Educação empreendedora pela experiência: criatividade e emoção no contexto do empreendedorismo cultural

Abstract

A prominent theme in the field of entrepreneurship studies, the entrepreneurhip education concentrates research that discusses teaching-learning pedagogies focused on business creation. Consequently, educational institutions prioritize the business plan for teaching entrepreneurship with expositive classes, discussion of texts, the use of games and simulators. In these surveys, theories of education are not properly considered. A few research propose experience-based entrepreneurship education, although they claim that experience is vital to the entrepreneurial process. Thus, there is a gap in the studies on the importance of experience in entrepreneurship education based on educational theories to motivate students to reflect on their actions through experience. The education through experience should be developed in a more dynamic learning environment of entrepreneurship, which goes beyond the classroom context into an energizing connection with society, arousing in them a deep desire to undertake and renew its meaning for their lives. In light of this gap, the objective of this thesis was to develop conceptual foundations of entrepreneurship education from experience in the context of cultural entrepreneurship. The relationship between entrepreneurship education and experience is considered to be strategic in this research, because important dimensions such as creativity and emotion have emerged from it. Thus, it was identified that these dimensions are not considered in existing research on entrepreneurial education. To support the concept of experience, John Dewey's theory of education was adopted. The theoretical basis included studies on entrepreneurship education, cultural entrepreneurship, educational experience, creativity and emotion in organizations. Empirically, the entrepreneurship education experience was generated in the context of cultural entrepreneurship. This context has revealed a theme little highlighted by studies of entrepreneurship, but stands out for the importance of disseminating the role of culture as a strategy for the production of cultural goods and services and of thinking about culture as its practical specificities and job opportunities. A qualitative, interpretative research was conducted, guided by the reflexivity of the entrepreneurship, in which the aspects related to entrepreneurship education were observed and analyzed by the creative and emotional experience with the students of the Management course, from the Universidade Federal de Sergipe, based on the organization of a cultural festival. The interaction with the empirical material occurred through direct observation, documents, photos, videos and semi-structured interviews. The results allowed an improvement of the knowledge in at least three aspects. The first strand presents experiential pedagogy as an innovative form of education in the context of cultural entrepreneurship, which has helped the students in a deep entrepreneurship learning, making them more stimulated to reflect on their experiences as professionals and individuals and to wish to be entrepreneurs in their daily lives and in society. The second proposes creativity within the process of entrepreneurship education through experience as a process of social and cultural construction. The third offers a reflection on how emotions are fundamental to understand the educational process of being entrepreneur. In summary, this thesis discusses and invites entrepreneurship education academics to consider experience as an enriching and profound perspective for teaching and learning on how to be entrepreneur.