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Empreendedorismo no ensino médio sob o paradigma da educação onlife: uma revisão sistemática da literatura
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A Política Nacional Brasileira do novo Ensino Médio estabelecida pela Lei 14.945/2024 tem exigido mudanças curriculares e nova organização de disciplinas. Uma destas modificações trata da inclusão de temas como projeto de vida, mundo e trabalho, cultura e tecnologias digitais e iniciação científica nos itinerários formativos (Lei 14.945, 2024). É neste contexto que o empreendedorismo assume importância, em especial se compreendido a partir do Paradigma da Educação OnLIFE, o qual propõe a problematização do mundo no tempo presente, enquanto orientadora dos processos de ensino e de aprendizagem, os quais se desenvolvem em atos que conectam humanos e não humanos, num percurso de invenção, referindo-se assim, a indissociabilidade entre humano-natureza-técnica (Schlemmer et al., 2020). O artigo objetiva, a partir de uma Revisão Sistemática de Literatura - RSL, compreender como o empreendedorismo está presente no Ensino Médio e quais práticas pedagógicas têm sido desenvolvidas. Os dados produzidos na RSL serão problematizados a partir do Paradigma da Educação OnLIFE. Os resultados da RSL evidenciam que o empreendedorismo no Ensino Médio vem sendo abordado de forma multifacetada, tanto como estratégia para o desenvolvimento de competências empreendedoras quanto como ferramenta de intervenção social e econômica. As práticas pedagógicas encontradas destacam metodologias ativas e o protagonismo juvenil, valorizando abordagens como gamificação, simulações, redes sociais e conexão com a comunidade. Considerando que o Paradigma da Educação OnLIFE pressupõe uma abordagem problematizadora, ligada à vida, inventiva e ecologicamente conectada (Alves et al., 2025), entende-se que ele pode potencializar uma Educação Empreendedora OnLIFE no contexto do Ensino Médio.
The Brazilian National Policy for the new High School established by Law 14.945/2024 has required curricular changes and a new organization of subjects. One of these changes is the inclusion of topics such as life projects, the world and work, culture and digital technologies, and scientific initiation in the educational itineraries (Lei 14.945, 2024). It is in this context that entrepreneurship becomes important, especially if it is understood from the perspective of the OnLIFE Education Paradigm, which proposes the problematization of the world in the present time, as a guideline for teaching and learning processes that are developed in acts that connect humans and non-humans in a path of invention, thus referring to the inseparability between human-nature-technique (Schlemmer et al., 2020). The article aims, through a Systematic Literature Review (SLR), to understand how entrepreneurship is present in secondary education and which pedagogical practices have been developed. The data produced in the SLR will be problematized in light of the OnLIFE Education Paradigm. The results of the SLR show that entrepreneurship in High School has been approached in a multifaceted way, both as a strategy for developing entrepreneurial skills and as a tool for social and economic intervention. The pedagogical practices found highlight active methodologies and youth protagonism, valuing approaches such as gamification, simulations, social networks, and connection with the community. Considering that the OnLIFE Education Paradigm presupposes a problematizing, life-linked, inventive, and ecologically connected approach (Alves et al., 2025), it is understood that it can enhance OnLIFE Entrepreneurial Education in the context of secondary education.
The Brazilian National Policy for the new High School established by Law 14.945/2024 has required curricular changes and a new organization of subjects. One of these changes is the inclusion of topics such as life projects, the world and work, culture and digital technologies, and scientific initiation in the educational itineraries (Lei 14.945, 2024). It is in this context that entrepreneurship becomes important, especially if it is understood from the perspective of the OnLIFE Education Paradigm, which proposes the problematization of the world in the present time, as a guideline for teaching and learning processes that are developed in acts that connect humans and non-humans in a path of invention, thus referring to the inseparability between human-nature-technique (Schlemmer et al., 2020). The article aims, through a Systematic Literature Review (SLR), to understand how entrepreneurship is present in secondary education and which pedagogical practices have been developed. The data produced in the SLR will be problematized in light of the OnLIFE Education Paradigm. The results of the SLR show that entrepreneurship in High School has been approached in a multifaceted way, both as a strategy for developing entrepreneurial skills and as a tool for social and economic intervention. The pedagogical practices found highlight active methodologies and youth protagonism, valuing approaches such as gamification, simulations, social networks, and connection with the community. Considering that the OnLIFE Education Paradigm presupposes a problematizing, life-linked, inventive, and ecologically connected approach (Alves et al., 2025), it is understood that it can enhance OnLIFE Entrepreneurial Education in the context of secondary education.
Descrição
Palavras-chave
Empreendedorismo Educação OnLIFE Ensino médio Entrepreneurship OnLIFE education High school
Contexto Educativo
Citação
Editora
SkillsResearch
Licença CC
Sem licença CC