Carlos Januário

A Systematization of the Literature on Entrepreneurship Education: Challenges and Emerging Solutions in the Entrepreneurial Classroom

This article reviews the literature on entrepreneurship education in the higher education context published over the first decade of the 2000s. The article has two purposes: to propose a framework of analysis to systematize and assess the literature; and to examine its main insights and contributions towards practice in the entrepreneurial classroom. The first decade of the 2000s is particularly relevant because it witnessed significant developments in the theoretical and empirical frameworks for the assessment of entrepreneurship education programmes and methodologies. The authors find that a very significant share of the research on entrepreneurship education over the period of analysis has sought to evaluate its results. There is not yet a consistent body of knowledge that can provide general insights and tools for practice. Practitioners need to pick and choose among pedagogical approaches and methods to select those that best suit their particular context.

TEACHING PROFILE: ANALYSIS OF PLANNING DECISIONS OF PHYSICAL EDUCATION TRAINEE TEACHERS

Inicia-se o estudo com as seguintes problematicas: Existe estabilidade nos pensamentos e decisoes de planejamento dos estagiarios nas varias aulas? Ou seja, e possivel dizer que existe um perfil tipico de cada estagiario?; Quais as caracteristicas dos pensamentos e decisoes de planejamento dos estagiarios de Educacao Fisica? O desing metodologico e qualiquantitativo, de natureza descritiva, onde os instrumentos e tecnicas objetivam identificar e analisar os processos de pensamento no planejamento de ensino. A amostra e constituida por 20 estagiarios de Educacao Fisica. Para coleta de dados utilizou-se uma entrevista estruturada. Os dados foram tratados com recurso ao programa estatistico SPSS 21, onde se verificou a estabilidade das informacoes coletadas em relacao as tres entrevistas pre-aula pelo One Sample T-Test . Foram apresentados em tabelas, objetivando organizar as categorias de pensamento comuns aos respectivos perfis de estagiarios identificados pela Cluster Analysis . Os resultados possibilitaram identificar quatro perfis de professores estagiarios, com caracteristicas tipicas e atipicas segundo a literatura referendada.

Theory of planned behavior and entrepreneurial intentions of sport sciences students: Implications for curriculum

This study tests Ajzen’s1 Theory of Planned Behavior in sport sciences with the purpose of determining which variables most influence students’ entrepreneurial intentions. Although this theory has been employed to explain entrepreneurial intentions within different contexts, the context of sport sciences has not been addressed. A sample of 379 sport sciences students were administered the Entrepreneurial Intentions Questionnaire and results were analyzed using structural equation modeling. Results indicate that both perceived attitudes and perceived behavior control have significant positive impacts on entrepreneurial intentions, while the impact of subjective norms is negative. Several suggestions to improve curriculum design and teaching in order to promote entrepreneurial intentions and behaviors are provided.

PRÁTICAS INCLUSIVAS NA DANÇA: ESTRATÉGIAS DE ENSINO DAS PROFESSORAS DE DANÇA DOS NÚCLEOS DE ARTE

O presente artigo reporta-se as representacoes de professores de Danca sobre praticas inclusivas de um programa educacional de Artes da Secretaria Municipal de Educacao do Rio de Janeiro. O objetivo da investigacao e identificar que tipo de estrategias de ensino e recursos pedagogicos sao implementados para atenuar a exclusao dos adolescentes com deficiencia das aulas de Danca. A abordagem utilizada e qualitativa. Participaram da amostra 15 professoras de Danca dos Nucleos de Arte da Prefeitura do Rio de Janeiro. Para recolha dos dados fez-se entrevistas semiestruturada. Como resultados verificamos que as estrategias de ensino e recursos pedagogicos visam garantir a aprendizagem em Danca e o desenvolvimento de competencias emocionais e sociais dos alunos com e sem deficiencia. Concluimos que as representacoes de praticas inclusivas emergem de uma praxis para promover justica social as pessoas com deficiencia.