Imersão ao Contexto do Empreendedorismo Subsidiado por um Jogo de Negócios Mediado em um Instituto Federal de Educação, Ciência e Tecnologia

Abstract

The Instituto Federal de Mato Grosso do Sul (IFMS) is an institution whose objective is to offer high school professional education to elementary school graduates to young people and adults, in addition to other types of formation. In the curricula of Technical Courses Integrated into High School, there are entrepreneurship disciplines, also the Programa de Empreendedorismo Inovador (Pemin) which aims to support students and the community to develop innovative business ideas, offering support, intellectual protection, complementary training, among other attributions. In view of this, we thought of structuring an education course for entrepreneurship to be applied in the after-school shift, in order to complement the training that already exists at the IFMS. Based on synchronous classes via videoconferences, the course Imersão ao Contexto do Empreendedorismo (ICE) was taught in six meetings, five of which were articulated by the Business Plan tool with the support of the problematization methodology with the Arco de Maguerez, and the sixth meeting was the application of a mediated business game, whose dynamics between supply and demand simulated in a hypothetical region, was to meet the investors' goals, based on an initial financial contribution. Through Vygotski's theory of human development, the research aimed to investigate evidence of learning and historical-cultural connections of the five graduating students of the course, two of them being teenagers students of technical courses integrated to High School at the IFMS and three adults: a graduate student, an IFMS technical staff server and a student lawyer from the language course. We analyzed interactions and speeches in class, questionnaires, interviews with students and parents of teenagers. The Business Plan delivered by each of the students contributed to detecting evidence of learning, as it required strategic descriptions of the idealized business model. During classes, mainly in guiding questions, spontaneous and scientific concepts were intertwined. On this occasion, the intermediation of the teacher in the Zone of Proximal Development (ZPD), from the understanding of the actual level of development (ADL) of the students, was essential for the proper corrections and clarifications of the systematized concepts. The teacher's watchful eye on the students' ZPD was of crucial importance, as at a certain point it was necessary to restructure the financial content classes, due to difficulties in understanding. We found that the absence of previous concepts of financial education in students created obstacles to learning. Thus, greater dedication to the subject is necessary, through conceptual pedagogical work prior to application in the business plan. As a result of the research, the ICE course was included with an access link to download the Business Plan tool in Microsoft Excel®, and it’s available as an Educational Product, being able to be adapted to another educational context.