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

Autores/as

Stéphane Foliard stephane.foliard@univ-st-etienne.fr
Université Jean Monnet
https://orcid.org/0000-0003-4424-8756
Sandrine Le Pontois editorialregep@gmail.com
Université Jean Monnet Saint-Etienne / Université Grenoble Alpes
https://orcid.org/0000-0002-0725-9379
Alain Fayolle alain.fayolle@esisar.inpg.fr
EMLYON Business School
https://orcid.org/0000-0002-6092-6898
Isabell Diermann editorialregep@gmail.com
Universität Kassel

DOI:

10.14211/regepe.v9i1.1805

Palabras clave:

Legitimidade e Professores, Professor de Empreendedorismo, Educação em Empreendedorismo

Resumen

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.

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Biografía del autor/a

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

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