A Legitimidade de Professores na Educação em Empreendedorismo: o que podemos aprender de uma revisão de literatura

Stéphane Foliard; Sandrine Le Pontois; Alain Fayolle; Isabell Diermann

doi:10.14211/regepe.v9i1.1805

Authors

Stéphane Foliard Université Jean Monnet https://orcid.org/0000-0003-4424-8756
Sandrine Le Pontois Université Jean Monnet Saint-Etienne / Université Grenoble Alpes https://orcid.org/0000-0002-0725-9379
Alain Fayolle EMLYON Business School https://orcid.org/0000-0002-6092-6898
Isabell Diermann Universität Kassel

DOI:

https://doi.org/10.14211/regepe.v9i1.1805

Keywords:

Legitimidade e Professores, Professor de Empreendedorismo, Educação em Empreendedorismo

Abstract

Objetivo: Usando uma perspectiva multidisciplinar, este artigo objetiva tratar da questão da legitimidade percebida pelos PEs a partir de uma revisão de literatura que cobre todas as áreas de estudo que mostraram algum interesse pela noção de legitimidade de professores.

Método: Buscou-se os mais relevantes artigos lidando com o conceito, sem focar em qualquer campo particular de pesquisa. Optou-se por usar a base de dados Web of Science. 24 artigos permitiram investigar o tema da legitimidade de professores em empreendedorismo ou em outros campos.

Originalidade/Relevância: Os professores de empreendedorismo (PEs) evoluem em um ambiente em que diferentes categorias de pessoas interagem, assumindo uma ou mais identidades ou papéis, (até mesmo “transmissores”[1]), da educação em empreendedorismo (EE). A relevância deste estudo se dá justamente porque a questão do reconhecimento do status profissional dos professores não é sempre abordada.

Resultados: Os PEs podem ser pessoas da prática, professores e pesquisadores. Seu grau de expertise, sua posição na instituição, sua posição em relação a outros atores e o discurso que usam são os elementos que constituem sua legitimidade. Definitivamente, a legitimidade da EE depende das interações entre instrutores legitimados e estudantes legitimados em um dado contexto que respeita certas normas coletivamente aceitas. Ela também depende do contexto e do objetivo da EE.

Contribuições teóricas/metodológicas:A legitimidade, pensada apenas do ponto de vista das relações bilaterais de cada um dos atores, é difícil de ser obtida porque falta a percepção do todo do que é oferecido pela EE. Ver o todo implica avançar para uma dinâmica de relações multilaterais no contexto da EE e em um prazo preciso, o prazo dos atores-chave: os estudantes. Enquanto a EE pode ser uma área de estudo e um campo de conhecimentos emergentes, os fatores sociais e econômicos ligados ao empreendedorismo justificam o uso do melhor processo possível de profissionalização para os PEs.

Downloads

Download data is not yet available.

Author Biographies

Stéphane Foliard, Université Jean Monnet

Stéphane Foliard currently works at the IUT de Roanne, Université Jean Monnet. Stéphane does research in Entrepreneurship Education. More precisely, his work focuses on the entrepreneurial student team dynamics and the teacher's legitimacy. He also has develop a entrepreneurial learning by doing program "Campus of Entrepreneurs" in witch students can run a business from scratch. With Sandrine Le Pontois, they have developed an original qualitative method: the self crossed confrontation. His previous research focused on Risk Management and Entrepreneurship, Entrepreneurial Economics and Finances. He had studied the relationship between a novice entrepreneur and a bank officer.

Sandrine Le Pontois, Université Jean Monnet Saint-Etienne / Université Grenoble Alpes

PhD candidate (Entrepreneurship Education), Master degree in Psychology, Masters degree in Educational sciences.

s est enseignante en communication et psychologie sociale à l’IUT de Roanne. Titulaire de deux masters en psychologie et en sciences de l’éducation, elle mène actuellement un travail de recherche doctoral en sciences de gestion sous la direction d’Alain Fayolle, portant sur l’éducation en entrepreneuriat. Ses travaux concernent entre autres l’efficacité des dispositifs au regard des résultats d’apprentissage, l’efficacité des équipes d’étudiants entrepreneurs, les stratégies d’ajustement des étudiants et l’impact de l’intelligence artificielle et des big data sur l’éducation en l’entrepreneuriat.

Alain Fayolle, EMLYON Business School

PhD in Management Sciences. Professor (Full) and Entrepreneurship Research Director.

Isabell Diermann, Universität Kassel

Master of Science

References

Aldrich, H. E., & Fiol, C. M. (1994). Fools rush in? The institutional context of industry creation. Academy of Management Review, v. 19, n. 4, pp. 645-670.

Bourdieu, P. (1979). Les trois états du capital culturel. Actes de la recherche en sciences sociales, v. 30, n. 1, pp. 3-6.

Byrne, J., Fayolle, A., & Toutain, O. (2014). Entrepreneurship education: What we know and what we need to know. In: Chell, E., & Karataş-Özkan, M. (Eds.), Handbook of Research on Small Business and Entrepreneurship (pp. 261-288). Cheltenham: Edward Elgar Publishing.

Creese, A., Blackledge, A., & Takhi, J. K. (2014). The ideal ‘native speaker’teacher: Negotiating authenticity and legitimacy in the language classroom. The Modern Language Journal, v. 98, n. 4, pp. 937-951.

Dictionary, C. E. (2017). Consultado em: 22 mai. 2017.

Eddy Spicer, D. H. (2013). ‘Soft Power’ and the negotiation of legitimacy: Collective meaning making in a teacher team. Mind, Culture, and Activity, v. 20, n. 2, pp. 150-169.

Eide, T. H., & Olsvik, V. M. (2017). Qualitative case study of mini-company experiences in five European countries. ENRI working paper.

Fayolle, A. (2013). Personal views on the future of entrepreneurship education. Entrepreneurship & Regional Development, v. 25, n. 7-8, pp. 692-701.

Fayolle, A., Verzat, C., & Wapshott, R. (2016). In quest of legitimacy: The theoretical and methodolog- ical foundations of entrepreneurship education research. International Small Business Journal, v. 34, n. 7, pp. 895-904.

George, M. (2013). Seeking legitimacy: The professionalization of life coaching. Sociological Inquiry, v. 83, n. 2, pp. 179-208.

Gibb, A. (2011). Concepts into practice: Meeting the challenge of development of entrepreneurship educators around an innovative paradigm: The case of the International Entrepreneurship Educators’ Programme (ETEP). International Journal of Entrepreneurial Behavior & Research, v. 17, n. 2, pp. 146-165.

Graça, J., Calheiros, M. M., & Barata, M. C. (2013). Authority in the classroom: Adolescent autonomy, autonomy support, and teachers’ legitimacy. European Journal of Psychology of Education, v. 28, n. 3, pp. 1065-1076.

Granovetter, M. (1983). The strength of weak ties: A network theory revisited. Sociological Theory, v. 1, pp. 201-233.

Grimmett, P. P., Fleming, R., & Trotter, L. (2009). Legitimacy and identity in teacher education: A micro-political struggle constrained by macro-political pressures. Asia-Pacific Journal of Teacher Education, v. 37, n. 1, pp. 5-26.

Günzel-Jensen, F., & Robinson, S. (2017). Effectuation in the undergraduate classroom: Three barriers to entrepreneurial learning. Education + Training, v. 59, n. 7/8, pp. 780-796.

Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: Theory and Practice, v. 6, n. 2, pp. 151-182.

Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.

Hirschkorn, K. A. (2006). Exclusive versus everyday forms of professional knowledge: Legitimacy claims in conventional and alternative medicine. Sociology of Health & Illness, v. 28, n. 5, pp. 533-557.

Katz, J. A. (2003). The chronology and intellectual trajectory of American entrepreneurship education: 1876-1999. Journal of business venturing, v. 18, n. 2, pp. 283-300.

Katz, J. A. (2008). Fully mature but not fully legitimate: A different perspective on the state of entrepre- neurship education. Journal of Small Business Management, v. 46, n. 4, pp. 550-566.

Klossner, J. (2008). The role of legitimation in the professional socialization of second-year under- graduate athletic training students. Journal of Athletic Training, v. 43, n. 4, pp. 379-385.

Kuratko, D. F. (2005). The emergence of entrepreneurship education: Development, trends, and chal- lenges. Entrepreneurship Theory and Practice, v. 29, n. 5, pp. 577-598.

Lindströma, S. (2016). ‘An army of our own’: Legitimating the professional position of HR through well-being at work. Scandinavian Journal of Management, v. 32, n. 4, pp. 189-196.

Maritz, A. (2017). Illuminating the black box of entrepreneurship education programmes: Part 2. Education & Training, v. 59, n. 5, pp. 471-482.

Neck, H. M., & Greene, P. G. (2011). Entrepreneurship education: Known worlds and new frontiers. Journal of Small Business Management, v. 49, n. 1, pp. 55-70.

Nielsen, A. (2016). Second career teachers and (mis) recognitions of professional identities. School Leadership & Management, v. 36, n. 2, pp. 221-245.

Pedersen, J. S., & Dobbin, F. (2006). In search of identity and legitimation: Bridging organizational culture and neoinstitutionalism. American Behavioral Scientist, v. 49, n. 7, pp. 897-907.

Peltonen, K. (2015). How can teachers’ entrepreneurial competences be developed? A collaborative learning perspective. Education+ Training, v. 57, n. 5, pp. 492-511.

Quirke, L. (2009). Legitimacy through alternate means: Schools without professionals in the private sector. British Journal of Sociology of Education, v. 30, n. 5, pp. 621-634.

Rae, D. (2017). Entrepreneurial learning: Peripherality and connectedness. International Journal of Entrepreneurial Behavior & Research, v. 23, n. 3, pp. 486-503.

Ruskovaara, E., & Pihkala, T. (2015). Entrepreneurship education in schools: Empirical evidence on the teacher’s role. The Journal of Educational Research, v. 108, n. 3, pp. 236-249.

Sanders, T., & Harrison, S. (2008). Professional legitimacy claims in the multidisciplinary workplace: The case of heart failure care. Sociology of Health & Illness, v. 30, n. 2, pp. 289-308.

Seikkula-Leino, J., Satuvuori, T., Ruskovaara, E., & Hannula, H. (2015). How do Finnish teacher edu- cators implement entrepreneurship education? Education+ Training, v. 57, n. 4, pp. 392-404.

Solomon, G. (2007). An examination of entrepreneurship education in the United States. Journal of Small Business and Enterprise Development, v. 14, n. 2, pp. 168-182.

Tedmanson, D., Verduyn, K., Essers, C., & Gartner, W. (2012). Critical perspectives in entrepreneur- ship research. Organization, v. 19, pp. 531-541.

Toutain, O., Fayolle, A., Pittaway, L., & Politis, D. (2017). Role and impact of the environment on entrepreneurial learning. Entrepreneurship & Regional Development, v. 29, n. 9/10, pp. 869-888. Taylor and Francis Online.

Tyler, T. R., & Lind, E. A. (1992). A relational model of authority in groups. Advances in Experimental social Psychology, v. 25, pp. 115-191.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.