Emoção na educação empreendedora: a prática educacional do empreendedorismo artístico

Abstract

Emotions are central to entrepreneurship as well as educational processes in general. However, the topic remains largely unexplored by the field of entrepreneurship education (EE). The objective of this research is to understand, problematize and discuss how emotions affect the EE process from the educational practice of artistic entrepreneurship. The study is anchored in theories about EE, Entrepreneurial Education in the Arts (EEA), entrepreneurship, artistic entrepreneurship, social and organizational studies. Five educational practices were carried out over five semesters (24 months) with students of an undergraduate music course. The methodological approach was based on practice and the sources of information were: documents produced by the participants, direct observation, videos and semi-structured interviews. Narrative analysis was used for data interpretation. The thesis is composed of five articles, in addition to the introduction, theoretical foundation chapter, methodological chapter, discussion and conclusion. The objective of the first article is to integrate, consolidate, contextualize and discuss knowledge about EEA. The results point to a reflection on the importance of artistic entrepreneurship in the context of the creative economy, guide towards a definition of artistic entrepreneurship from four conceptual anchors, in addition to presenting a consolidated view of production on EEA and identifying challenges to be faced by research future. The second article aims to integrate and discuss knowledge about emotions for entrepreneurship. The results include the integration and consolidation of academic production on emotions and entrepreneurship, in addition to the proposition of the sociocultural dynamics of emotion as a lever to theoretically renew future research. The third article discusses how emotions affect the EE process with a focus on passion, based on the educational practice of artistic entrepreneurship. As a result, we identify two dynamics of passion, four tensions through which passion impacts EE, and propose challenges for future research. The fourth article discusses how entrepreneurial education can help students develop emotional resilience, based on the educational practice of artistic entrepreneurship. The main results were the conceptual elaboration of four emotionally challenging educational contexts, five educational practices for the development of emotional resilience and the proposition of new reflections for the field of EE and EEA. The fifth article is a case for teaching and aims to provide learning about the importance and consequences of emotions for entrepreneurship, the sociocultural perspective of emotion in the context of entrepreneurship and the fundamental role of emotion in the context of artistic entrepreneurship. This research will contribute to the advancement of knowledge in the field of EE by developing a pioneering theoretical content about the relationship between emotions and entrepreneurial education, in addition to inaugurating the field of EE research in Brazil. Additionally, the study brings important contributions to the teaching practice of entrepreneurship and the performance of entrepreneurs, especially in the arts segment. Keywords: