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In the European Union, entrepreneurship education is more recent, but the interest with which this theme is addressed is well documented in a report approved by the Education Council of the European Union EU. In this report, the development of entrepreneurship within education and training systems is recommended Alberto et al.
However, the concept of entrepreneurship education was limited to the aspects related to the creation of the company, since the education system was considered incapable of forming entrepreneurs.
This purely psychological view has been abandoned and replaced by a behavioral view that views business creation as a response to external situations. Aspects such as culture, education, economic and social conditions, available resources, existing and identified opportunities, can contribute to entrepreneurship and to the decision of the individual to become entrepreneur. The change from the psychological to the behavioral paradigm had as its main consequence the acceptance of the thesis, according to which entrepreneurship can be stimulated through education and the behaviors that a successful entrepreneur must have are all likely to be learned and taught Alberto et al.
In this sense, Dolabela emphasizes that one can not direct a person to be an entrepreneur of a new business, because to open a company can be an option of the student. For the author, within Entrepreneurial Pedagogy, the entrepreneurial activity becomes universal, so it is possible to be entrepreneur in any activity, such as musician, poet, public official, politician, etc. In educational institutions, undertaking implies a posture that identifies knowledge as a good that is created, developed and transmitted.
The very act of undertaking in its various forms already leads to transversely. In this sense, it is believed that it is fundamental that an entrepreneurial culture be stimulated through training programs on identifying opportunities and implementing solutions to responses to them, by creating organizations or launching new business. According to Dolabela , in the countries of North America or Europe, the one who usually takes the entrepreneurial content to the classroom is the professor of administration.
The author reports that in Brazil it is possible to find professionals in physics, philosophy, journalism, computer science, in short, from all areas of knowledge, offering this content to students. This is a Brazilian innovation. There is a compartmentalized and super-specialized teaching structure that dominates the classrooms.
The authors warn that an entrepreneurial-minded educational institution is only possible with management, professionals and entrepreneurial-minded teachers. In this sense, it is absolutely decisive in the construction of an educational institution to make changes in the organizational culture.
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Thus, the first two competitions of business plans were created in at the University of Texas at Austin and at Babson College. Lange et al. The survey interviewed 1, graduates at Babson College between and and found a statistically significant relationship between winning a competition and starting a new business.
The author emphasizes that this can prevent the entrepreneur from visualizing the deficiencies and difficulties of the idea.
With this, many problems that could be avoided are not considered at the right time. Friedlaender proposes the use of available tools to awaken entrepreneurial characteristics in the student, supported by an entrepreneurial management of the institution, modifying pedagogical structures of knowledge transmission to make the student to learn through problem solving and project management. Learning by doing what you do not know how to do. Todorovic presents a conceptual framework examining the relationship between static and dynamic components of institutional culture.
For the author, Entrepreneurial Education Activities have static and dynamic components. The static components theoretical trainings are insufficient and dynamic components experiment, do, imitate, study cases etc. The cultural orientation of the institution influences the learner's learning and may occur outside the classroom and the official curriculum of the course. For Todorovic , they characterize the dynamic components, the innovative, proactive and tolerant institutions, but the author understands that static elements are important and can not be eliminated.
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