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Educação empreendedora onlife: analisando o ato educativo a partir do ciclo da aprendizagem experiencial
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Resumo(s)
O objetivo deste trabalho é, por meio de um ensaio teórico, discutir uma proposta de educação empreendedora baseada na perspectiva do paradigma da Educação OnLIFE, dentro de uma abordagem integrativa por meio da conjunção de suas similaridades em termos de pressupostos e concepções didático-pedagógicas, tendo-se como base uma análise do processo educativo a partir do ciclo da aprendizagem experiencial. Nessa articulação, o texto propõe um deslocamento em relação às abordagens tradicionais da educação empreendedora, centradas na resolução de problemas e no desenvolvimento de competências técnicas individuais, em direção a uma perspectiva rizomática, ecossistêmica e conectiva de formação. Enfatiza-se a Experimentação Ativa como ponto de partida no ciclo da aprendizagem experiencial, destacando seu papel no desenvolvimento de competências empreendedoras como criatividade, pensamento crítico, resiliência e ação ética. Um comparativo é apresentado para explicitar as diferenças entre a educação empreendedora tradicional e a educação empreendedora OnLIFE, evidenciando transformações conceituais e metodológicas. O estudo ressalta a tensão entre a base antropocêntrica da aprendizagem experiencial e a proposta pós-antropocêntrica da Educação OnLIFE, sem, contudo, descartar sua relevância para a formação de sujeitos conectados, conscientes e capazes de agir em redes vivas de coaprendizagem. O contributo esperado deste estudo é oferecer uma alternativa teórico-metodológica capaz de ampliar a compreensão da educação empreendedora para além do viés instrumental e individualista. Sua originalidade reside em articular, de modo inédito, o ciclo da aprendizagem experiencial com o paradigma OnLIFE, propondo uma abordagem conectiva e pós-antropocêntrica para a formação empreendedora.
The aim of this paper is, through a theoretical essay, to discuss a proposal for entrepreneurial education grounded in the paradigm of OnLIFE Education, adopting an integrative approach through the convergence of shared assumptions and didactic-pedagogical conceptions. This is based on an analysis of the educational process through the lens of the experiential learning cycle. Within this articulation, the text proposes a shift away from traditional approaches to entrepreneurial education — typically centred on problem-solving and the development of individual technical skills — towards a rhizomatic, ecosystemic, and connective perspective of learner formation. Active Experimentation is emphasised as the starting point in the experiential learning cycle, highlighting its role in fostering entrepreneurial competencies such as creativity, critical thinking, resilience, and ethical action. A comparative framework is presented to elucidate the distinctions between traditional entrepreneurial education and the OnLIFE approach, evidencing conceptual and methodological transformations. The study highlights the tension between the anthropocentric foundations of experiential learning and the post-anthropocentric proposal of OnLIFE Education, while acknowledging the continued relevance of experiential learning in forming connected, conscious subjects capable of acting within living co-learning networks. The expected contribution of this study is to offer a theoretical-methodological alternative that expands the understanding of entrepreneurial education beyond an instrumental and individualistic bias. Its originality lies in uniquely articulating the experiential learning cycle with the OnLIFE paradigm, proposing a connective and post-anthropocentric approach to entrepreneurial formation.
The aim of this paper is, through a theoretical essay, to discuss a proposal for entrepreneurial education grounded in the paradigm of OnLIFE Education, adopting an integrative approach through the convergence of shared assumptions and didactic-pedagogical conceptions. This is based on an analysis of the educational process through the lens of the experiential learning cycle. Within this articulation, the text proposes a shift away from traditional approaches to entrepreneurial education — typically centred on problem-solving and the development of individual technical skills — towards a rhizomatic, ecosystemic, and connective perspective of learner formation. Active Experimentation is emphasised as the starting point in the experiential learning cycle, highlighting its role in fostering entrepreneurial competencies such as creativity, critical thinking, resilience, and ethical action. A comparative framework is presented to elucidate the distinctions between traditional entrepreneurial education and the OnLIFE approach, evidencing conceptual and methodological transformations. The study highlights the tension between the anthropocentric foundations of experiential learning and the post-anthropocentric proposal of OnLIFE Education, while acknowledging the continued relevance of experiential learning in forming connected, conscious subjects capable of acting within living co-learning networks. The expected contribution of this study is to offer a theoretical-methodological alternative that expands the understanding of entrepreneurial education beyond an instrumental and individualistic bias. Its originality lies in uniquely articulating the experiential learning cycle with the OnLIFE paradigm, proposing a connective and post-anthropocentric approach to entrepreneurial formation.
Descrição
Palavras-chave
Educação OnLIFE Educação empreendedora Aprendizagem experiencial OnLIFE education Entrepreneurial education Experiential learning
Contexto Educativo
Citação
Editora
SkillsResearch
Licença CC
Sem licença CC