Formação inicial de professores à luz do empreendedorismo positivo

Abstract

This study aimed to understand the extent to which a formative process grounded in positive entrepreneurship contributes to initial teacher education. The theoretical discussions, based on Nóvoa (1999; 2009; 2017; 2022), Gatti (2014; 2019), Filion (1999), Dolabela (2003; 2008; 2014), Dornelas (2012), Hengemuhle (2012; 2014), Cintra and Guerra (2017), and Seligman (2002; 2009; 2019), enabled the conceptualization of positive entrepreneurship not only as an articulation but also as a synergistic integration of the constitutive elements of entrepreneurship and positive psychology. This perspective is understood as contributing to the development of entrepreneurial and socioemotional competencies in pre-service teacher education. Throughout the research process, two literature reviews were conducted: the first addressed entrepreneurial teacher education, and the second focused on positive psychology in teacher training. Both reviews enabled not only the identification of gaps in academic production but also the recognition of theoretical convergences that supported the construction of the positive entrepreneurship construct. Given the nature of the research object, the study adopted a qualitative approach, employing action research as its methodological strategy, based on Tripp (2005) and Franco (2005), and structured into four stages: diagnosis, design, implementation, and evaluation. The diagnostic stage involved administering a questionnaire to 141 undergraduate students enrolled in Mathematics and Biological Sciences teacher education programs at the Federal Institute of Acre (IFAC), Rio Branco Campus, aiming to identify the entrepreneurial and socioemotional competencies considered essential for their initial training. The analysis revealed three core competencies: empathy, creativity, and planning with goal setting. The diagnostic results informed the development of the Educational Product of this research—a formative proposal entitled “Positive Entrepreneurship in the Development of Entrepreneurial and Socioemotional Competencies in Initial Teacher Education.” To structure this proposal, the Problematization Methodology, based on the Maguerez Arc (Berbel, Villardi, & Cyrino, 2015), was adopted, comprising five stages: observation of reality, identification of key points, theorization, hypothesis of solution, and practical application to reality. The Educational Product was implemented with preservice teachers enrolled in the Mathematics teacher education program at IFAC, Rio Branco Campus. Data were generated through audiovisual records, participants’ written productions, and the researcher’s field notes, and were analyzed using Discursive Textual Analysis (Moraes & Galiazzi, 2011). The findings indicate that empathy, creativity, and planning are central competencies for teaching practice, and that their integration with entrepreneurial and socioemotional competencies enhances teaching and learning processes. Based on these findings, the Educational Product was systematized and refined for a second stage of evaluation and validation, conducted by an ad hoc committee composed of eight expert judges. Their assessments contributed to the development of an improved version, subsequently submitted for evaluation and validation by the doctoral examination committee. It is concluded that this research, grounded in the principles of positive entrepreneurship, offers significant contributions to the development of entrepreneurial and socioemotional competencies within initial teacher education.