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Educação empreendedora no ensino superior: um modelo híbrido integrando. Aprendizagem baseada em projetos e experiência prática
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O presente estudo analisa a integração da Aprendizagem Baseada em Projetos (PBL) como Aprendizagem Experiencial no contexto da licenciatura em Animação Socioeducativa, visando contribuir para o desenvolvimento de competências empreendedoras no ensino superior. O objetivo principal consiste em avaliar a eficácia de um modelo híbrido denominado PBEL (Project-based Experiential Learning) na formação prática de estudantes, promovendo uma aprendizagem ativa, reflexiva e adaptativa. A metodologia combinou uma revisão sistemática da literatura com a análise de um caso prático implementado na Escola Superior de Educação de Coimbra. A componente prática desenvolveu-se em torno de unidades curriculares específicas, articulando teoria, projetos colaborativos e experiências imersivas através da simulação em contexto real. Os principais resultados demonstram que o modelo PBEL promove o desenvolvimento de competências como a criatividade; o pensamento crítico; pensamento divergente; a liderança e a colaboração. A aplicação prática sustentada no ciclo de aprendizagem experiencial de Kolb (1984), nos princípios da pedagogia empreendedora e nas teorias de Piaget (1976), Vygotsky (1978) e Schön (1983), permitiu reforçar a ligação entre conhecimento teórico e aplicação concreta. Conclui-se que a articulação entre PBL e EBL constitui uma estratégia pedagógica eficaz na promoção da educação para o empreendedorismo, com potencial de replicação, generalizável a outros contextos formativos.
This study analyses the integration of Project-Based Learning (PBL) and Experiential Learning (EBL) within the undergraduate degree in Socioeducational Animation, aiming to foster entrepreneurial skills in higher education. The main objective is toassess the effectiveness of a hybrid model PBEL (Project-based Experiential Learning) in providing students with practical and reflective learning experiences. The methodology combines a systematic literature review with the analysis of a case study implemented at the Escola Superior de Educação de Coimbra. The practical component was structured around specific curricular units, interlinking theory, collaborative projects, and immersive experiences through real-world simulations. Findings indicate that the PBEL model strengthens competences such as creativity, critical and divergent thinking, leadership, and collaboration. The practical application, grounded in Kolb’s (1984) experiential learning cycle, entrepreneurial pedagogy, and the theoretical contributions of Piaget (1976), Vygotsky (1978), and Schön (1983), reinforced the connection between theoretical knowledge and concrete practice. The study concludes that integrating PBL and Experiential-Based Learning constitutes an effective pedagogical strategy for entrepreneurship education, with replicable potential adaptable to other educational contexts.
This study analyses the integration of Project-Based Learning (PBL) and Experiential Learning (EBL) within the undergraduate degree in Socioeducational Animation, aiming to foster entrepreneurial skills in higher education. The main objective is toassess the effectiveness of a hybrid model PBEL (Project-based Experiential Learning) in providing students with practical and reflective learning experiences. The methodology combines a systematic literature review with the analysis of a case study implemented at the Escola Superior de Educação de Coimbra. The practical component was structured around specific curricular units, interlinking theory, collaborative projects, and immersive experiences through real-world simulations. Findings indicate that the PBEL model strengthens competences such as creativity, critical and divergent thinking, leadership, and collaboration. The practical application, grounded in Kolb’s (1984) experiential learning cycle, entrepreneurial pedagogy, and the theoretical contributions of Piaget (1976), Vygotsky (1978), and Schön (1983), reinforced the connection between theoretical knowledge and concrete practice. The study concludes that integrating PBL and Experiential-Based Learning constitutes an effective pedagogical strategy for entrepreneurship education, with replicable potential adaptable to other educational contexts.
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Educação empreendedora Aprendizagem baseada em projetos Aprendizagem experiencial Ensino superior Animação socioeducativa Entrepreneurial education Project-based learning Experiential learning Higher education Socioeducational animation
Contexto Educativo
Citação
Editora
SkillsResearch
Licença CC
Sem licença CC