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O estudo visa discutir a educação empreendedora a partir da perspectiva do Paradigma da Educação OnLIFE e os afluentes teóricos que balizam os conceitos apresentados para o desenvolvimento de competências empreendedoras. Desenvolver uma Educação Empreendedora OnLIFE envolve compreender que os processos necessários para habitar esse terceiro milênio implicam em uma forma de pensar e agir conectado (humanos e não humanos), sob uma perspectiva ecológica e ecossistêmica. Logo, uma educação empreendedora OnLIFE enfatiza a flexibilidade curricular para permitir que os estudantes sejam co-criadores dos ambientes ecologicamente conectados, desenvolvendo trajetórias de aprendizado de acordo com seus interesses e necessidades de uma sociedade Onlife. Em termos epistemológicos, a Educação Empreendedora OnLIFE reforça a importância da co-criação do conhecimento em rede, preparando os estudantes para inovar/inventar numa ecologia-conectiva. O ambiente de aprendizado é híbrido e multimodal, e propicia o desenvolvimento da Rede de Competências para a Educação Empreendedora OnLIFE, em experiências práticas e conectivas que refletem as problematizações reais de um mundo hiperconectado. Esse desenho educacional não busca transmitir conhecimentos técnicos, mas desenvolver a formação em contextos ecologicamente conectados, nos quais o humano é compreendido como um dos elementos dessa rede, estando, portanto, coengendrado com ambiente e com as tecnologias, sendo parte do ecossistema.
This study aims to discuss entrepreneurial education from the perspective of the OnLIFE Education Paradigm and the theoretical streams that underpin the concepts presented for the development of entrepreneurial competences. Developing an OnLIFE Entrepreneurial Education involves understanding that the processes required to inhabit this third millennium entail a connected way of thinking and acting — encompassing both human and non-human agents — within an ecological and ecosystemic perspective. Accordingly, an OnLIFE entrepreneurial education emphasises curricular flexibility to enable students to become co-creators of ecologically connected environments, shaping learning pathways according to their interests and the demands of an Onlife society. Epistemologically, OnLIFE Entrepreneurial Education reinforces the importance of knowledge co-creation within networks, preparing students to innovate and invent within a connective ecology. The learning environment is hybrid and multimodal, fostering the development of the Competence Network for OnLIFE Entrepreneurial Education through practical and connective experiences that reflect real-world challenges in a hyperconnected world. This educational framework does not aim to transmit technical knowledge, but rather to promote formation within ecologically connected contexts, in which the human is understood as one element within a broader network — co-engendered with the environment and technologies, and forming part of the ecosystem.
This study aims to discuss entrepreneurial education from the perspective of the OnLIFE Education Paradigm and the theoretical streams that underpin the concepts presented for the development of entrepreneurial competences. Developing an OnLIFE Entrepreneurial Education involves understanding that the processes required to inhabit this third millennium entail a connected way of thinking and acting — encompassing both human and non-human agents — within an ecological and ecosystemic perspective. Accordingly, an OnLIFE entrepreneurial education emphasises curricular flexibility to enable students to become co-creators of ecologically connected environments, shaping learning pathways according to their interests and the demands of an Onlife society. Epistemologically, OnLIFE Entrepreneurial Education reinforces the importance of knowledge co-creation within networks, preparing students to innovate and invent within a connective ecology. The learning environment is hybrid and multimodal, fostering the development of the Competence Network for OnLIFE Entrepreneurial Education through practical and connective experiences that reflect real-world challenges in a hyperconnected world. This educational framework does not aim to transmit technical knowledge, but rather to promote formation within ecologically connected contexts, in which the human is understood as one element within a broader network — co-engendered with the environment and technologies, and forming part of the ecosystem.
Descrição
Palavras-chave
Educação OnLIFE Competências Formação Empreendedorismo OnLIFE Education Competences Formation Entrepreneurship
Contexto Educativo
Citação
Editora
SkillsResearch
Licença CC
Sem licença CC