Resumo: Uma lacuna ainda presente na literatura diz respeito à forma com que os atores envolvidos no Ensino Técnico em Agropecuária reagem perante a formação empreendedora no cotidiano escolar. Desta forma, o presente artigo avalia e discute a experiência do IFES Itapina que inseriu em seu currículo discussões e iniciativas voltadas para o empreendedorismo com o objetivo de preparar os discentes para participar da Olimpíada Brasileira de Agropecuária (OBAP). O foco deste trabalho é compreender as mudanças resultantes desta iniciativa e as consequências para os atores envolvidos neste processo formativo. O desenvolvimento teórico se fez a partir das discussões sobre os aspectos que interferem na formação empreendedora preconizada por Filion (2004) FORMATION OF TECHNICAL FARMING ENTREPRENEURS: THE CASE OF IFES AND ITS PARTICIPATION AT OBAPAbstract: A gap still present in the literature concerns the way the actors involved in Technical Education in Agricultural reacts before an entrepreneurial training in school every day. Thus, this paper evaluates and discusses the experience of IFES Itapina, who entered on its resume, discussions and initiatives aimed at entrepreneurship with the goal of preparing students to participate in the Brazilian Olympiad Agricultural (OBAP). The focus of this work is to understand the changes resulting from this initiative and the consequences for the actors involved in this educational process. The theoretical development is made from the discussions on the aspects that affect the entrepreneurial training advocated by Filion (2004) and Dornelas (2001). The theoretical legitimacy was based on interviews with students and teachers of IFES Itapina.
ResumoO objetivo deste estudo é compreender as ações de desenvolvimento de pessoas da ADESJOVEM. A experiência do micro empreendimento social é singular, pois sensibiliza e envolve profissionais de diferentes áreas do conhecimento para atuarem com projetos de Desenvolvimento de Competências Empreendedoras -DCEs. Destaca-se, neste processo, o Programa de Incentivo a Inovação Social, Inova Jovem, e o Projeto de Educação Empreendedora, A Juventude Quer Mais. O desenvolvimento teórico se fez com base nas reflexões sobre gestão de pessoas de Davel e Vergara, nas competências preconizadas por Wiek, Withycombe e Redman e na discussão de Aprendizagem Social de Elkjaer. A pesquisa foi feita a partir das entrevistas realizadas com a diretoria e com os beneficiários dos projetos desenvolvidos pela entidade. A análise dos dados revela que o incentivo a inovação é uma estratégia que favorece o DCEs, principalmente quando associada a projetos participativos e cooperativos. AbstractThe objective of this study is to understand the actions of people development ADESJOVEM. The experience of micro venture is unique because it sensitizes and involves professionals from different fields to work with projects Skills Development Entrepreneurs -SDE. It is noteworthy, in this case, the Incentive Program for Social Innovation, Youth Innovation and Entrepreneurship Project of Education, Youth Want More. The theoretical development is made on the basis of reflections on people management of Davel and Vergara, skills advocated by Wiek, Withycombe and Redman and discussion of Social Learning Elkjaer. The survey was taken from interviews with the directors and the beneficiaries of the projects developed by the entity. Data analysis reveals that encouraging innovation is a strategy that favors the SDE, especially when associated with participatory and cooperative projects.
The objective of this article was to understand the sense of developing a business which incorporates sustainability principles, and debating the role of the university in fostering socio-environmental practices among the new generation of entrepreneurs, with a focus on Brazilian experiences. The intention was to fill a gap in the literature, which focuses its efforts on the analysis of the education for sustainability in formal business courses and not on the incubation spaces at universities. This qualitative research investigated companies in incubator programs at four Brazilian university business incubators regarding the attention to the way the business project is selected in the incubators; the sources and nature of the incubators' socio-environmental concerns, the meaning of sustainability for these entrepreneurs, the way they put these principles into action in their business plans, the difficulties and challenges they face in meeting socio-environmental goals in their companies, and the inductor incubator's role in fostering sustainable businesses. The results shows that the actions of these young entrepreneurs externalize, more than anything, a concern with developing products and services which reduce environmental damage. Despite this being a laudable effort, it gives little indication that this generation of entrepreneurs is reviewing traditional management presuppositions or proposing new business formats regarding sustainability. Beyond this, the results also show that the investment in education for sustainability at university incubators seemed to be almost nonexistent, which has consequences for generations of born and raised companies in this academic environment.Keywords: Entrepreneurial education; Sustainability; University incubators.
Resumo: Uma lacuna ainda presente na literatura diz respeito à forma com que os atores envolvidos no Ensino Técnico em Agropecuária reagem perante a formação empreendedora no cotidiano escolar. Desta forma, o presente artigo avalia e discute a experiência do IFES Itapina que inseriu em seu currículo discussões e iniciativas voltadas para o empreendedorismo com o objetivo de preparar os discentes para participar da Olimpíada Brasileira de Agropecuária (OBAP). O foco deste trabalho é compreender as mudanças resultantes desta iniciativa e as consequências para os atores envolvidos neste processo formativo. O desenvolvimento teórico se fez a partir das discussões sobre os aspectos que interferem na formação empreendedora preconizada por Filion (2004) e Dornelas (2001). A legitimação teórica foi feita com base nas entrevistas com discentes e docentes do IFES Itapina.
The objective of this article was to understand the sense of developing a business which incorporates sustainability principles, and debating the role of the university in fostering socio-environmental practices among the new generation of entrepreneurs, with a focus on Brazilian experiences. The intention was to fill a gap in the literature, which focuses its efforts on the analysis of the education for sustainability in formal business courses and not on the incubation spaces at universities. This qualitative research investigated companies in incubator programs at four Brazilian university business incubators regarding the attention to the way the business project is selected in the incubators; the sources and nature of the incubators' socio-environmental concerns, the meaning of sustainability for these entrepreneurs, the way they put these principles into action in their business plans, the difficulties and challenges they face in meeting socio-environmental goals in their companies, and the inductor incubator's role in fostering sustainable businesses. The results shows that the actions of these young entrepreneurs externalize, more than anything, a concern with developing products and services which reduce environmental damage. Despite this being a laudable effort, it gives little indication that this generation of entrepreneurs is reviewing traditional management presuppositions or proposing new business formats regarding sustainability. Beyond this, the results also show that the investment in education for sustainability at university incubators seemed to be almost nonexistent, which has consequences for generations of born and raised companies in this academic environment.
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