Entrepreneurial education and pedagogical practices: a study on students’ life projects in Santana do Ipanema/AL
DOI:
https://doi.org/10.5902/1983465992837Keywords:
Entrepreneurial education, Life project, High school, Pedagogical methodologiesAbstract
Objective: This study aims to examine whether the implementation of the Life Project curricular component in public schools in Alagoas has effectively achieved its goals, particularly in the context of social vulnerabilities faced by students. The central objective is to understand how high school students perceive Entrepreneurial Education (EE) in relation to the development of their life projects.
Methodology: A qualitative, exploratory, and interpretative case study was conducted in two public high schools in Alagoas. Data were collected through semi-structured interviews with third-year students and recent graduates. Content analysis was applied, guided by the frameworks of the BNCC (2018) and RECAL (2023).
Results: Findings revealed that Entrepreneurial Education, though present in official curriculum documents, is scarcely addressed in Life Project classes. Students reported the use of lecture-based methods and a lack of practical, entrepreneurial activities. Nevertheless, they recognized the value of entrepreneurship for future planning, financial management, and the development of autonomy. The study also identified limited youth protagonism, misalignment with BNCC’s structuring principles, and a lack of clear pedagogical guidelines.
Originality/Value: This article is notable for exploring the connection between Entrepreneurial Education and critical pedagogy within the Life Project component in public schools in the hinterlands of Alagoas. Its originality lies in its territorialized analysis of Brazil’s New High School model, highlighting how entrepreneurship can empower student agency and life planning. The research contributes to more equitable educational policies rooted in real-world school practices and Freirean critical theory.
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