Intenção empreendedora e intenção empreendedora: proposição de um framework integrado aplicável ao ensino médio

Abstract

Entrepreneurship Education (EE) integrated with Entrepreneurial Intention (EI) in high school is still under-explored in national and international literature. In the literature review conducted by the author, there is a gap evidenced by the scarcity of national and international studies that present proposals for conceptual frameworks, methodologies, and pedagogical approaches capable of integrating the components of EE and EI to promote the development of entrepreneurial skills in high school students. Given this, this research aims to propose the development and implementation of an integrated and detailed conceptual framework of the components of EE and EI, aiming at the development of entrepreneurial skills in high school. The relevance of this study lies in the need to deepen knowledge about pedagogical practices using frameworks based on innovative methodologies capable of promoting the development of entrepreneurial skills, considering that high school represents a strategic stage in the definition of academic and professional trajectories. Applied, exploratory, and qualitative in nature, the research adopted the Case Study method, involving 58 first-year high school students from a public school in the state of Minas Gerais. Data collection was carried out using two instruments: an EI questionnaire, based on the Theory of Planned Behavior (TPB), and an EE questionnaire, based on the EDLE Methodology. The data were analyzed using Structural Equation Modeling (Partial Least Squares - PLS). At the end of the process, the structural indicators reveal that Personal Attitude is the main explanatory factor of entrepreneurial intention, confirming the hypothesis that there is a positive relationship between this component and the students' EI. The indicator referring to students' cognitive performance reveals that the development of higher-order thinking is in the process of consolidation. At the end of the pedagogical process, according to the students' own perception, the ‘Vision’ component of the entrepreneurial behavior metamodel had an index of 77.8%. This result indicates that students demonstrated the ability to project future scenarios, imagine possibilities, and propose innovative solutions. Thus, the proposal to implement an integrated and detailed conceptual framework using innovative methodologies, aligned with the guidelines of the National Common Core Curriculum, favors and stimulates the development of entrepreneurial skills in high school students. The findings of this research contribute to filling a gap in the literature and have practical implications for principals, coordinators, high school teachers, and public policy makers who can promote awareness of teaching planning in high school, incorporating innovative practices focused on the development of entrepreneurial skills.