This article consists of the investigation of the entrepreneurial teaching practices and protagonists, developed by the Pedagogy course of a Higher Education Institution of the countryside of Rio Grande do Sul / BR, as well as its implications in the actions of the students of the respective course. The study follows the qualitative approach, the research instrument being the semistructured interview with the students who work in the literacy cycle. The information collected was analyzed according to the technique of Content Analysis, proposed by Bardin (2012). It was tried to verify not only how the course promotes the protagonism and the entrepreneurial spirit in its students, but also to present what in fact the academic formation contributes to the (re) construction of autonomous professionals, entrepreneurs and protagonists, able to diagnose, propose and evaluate solutions to problems. The research showed that, according to the interviewees, the course of Pedagogy stimulates the protagonist thinking and entrepreneurship in its students, mainly in the disciplines from the fourth semester, because they are more practical and less theoretical in relation to the beginning of the course. The interviewees also stressed the importance of the course to extend practical activities in the disciplines, better preparing the student for the performance of the profession, after training. It was also verified that these pedagogical practices developed in the course have a direct impact on the professional performance of students during the graduation.
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