This research sought to examine the lived experiences and minds of entrepreneurs who had influenced society in ways beyond the domain of the private sector. An entrepreneur was defined as an individual who pursues opportunity or is driven by the perception of opportunity. It was proffered that a divide exists in our understanding of an entrepreneur—as person—and an entrepreneur—as business starter. To a great extent, this divide has limited exploration of the connections and benefits that entrepreneurial thinking might bring to education. This was a qualitative and interpretivist study based on interviews with a purposive sample of entrepreneurs who have had a major influence in private, public, and more generally in the plural sectors in and around Canada. Nine entrepreneurs were invited to tell their life stories, to provide their perceptions of how entrepreneurs think and to relate how they believed they had developed their skills. Using in-depth interviews, the researcher was able to discover, in part, the essence of how these entrepreneurs thought, how they made decisions, and how they viewed themselves and their world. The findings and insights add to the growing body of literature on entrepreneurship. The researcher argued that the dissertation had given light to the lived experience of entrepreneurs. Understanding how these persons had become entrepreneurial and how they had recognized opportunities for their own mentorship were addressed by the research. How these entrepreneurs thought, their motivations, and interests, as well as how they perceived their role in the world provided valuable insights, especially as one seeks to understand how to cultivate or develop, nurture and encourage entrepreneurs, and to foster entrepreneurial behaviour throughout the education sector. The exploratory insights from these rich interviews serve to further foster fruitful conversations on potential alignments between the ways and thinking of entrepreneurs and educational systems.

It has been the primary objective of this doctoral thesis to determine the level of the quality of teaching at a particular tertiary professional school and suggest avenues leading to potential further improvement of the quality of the teaching. Quality of teaching is a relatively broad term; therefore, the thesis places emphasis primarily on the level of the students' key competences, primarily the competence for employment and entrepreneurial activities. In order to fulfil this objective we need to define the quality standards of the teaching at tertiary professional schools, obtain relevant information about contents and structure of curricula, teaching methods and forms deployed at the school and also information about the students' level of knowledge and skills. Last but not least, students and their future employers should express their opinion of the quality of teaching. Scientific benefit of this thesis is the creation of my own model of quality evaluation of the teaching at tertiary technical schools, which in the future, after further verification in practice, could become a basis for elaboration of a uniform methodology for quality evaluation of the teaching at tertiary professional schools, particularly those with economic specialisation. The secondary scientific benefit of the thesis can be found in obtaining the information about contents and methods of education used at a particular economic tertiary professional school and utilisation of such information for development of key competences, with emphasis on the competence for employment and entrepreneurial activities. Results of the research may also serve as a basis for creation of the teaching and learning document for similar branches and also as a basis for decision-making as to whether and in which form should the integrating subject be included into the teaching. The objective of the thesis has been achieved by means of the research made at the Tertiary Business Entrepreneurial School (Vyšší obchodní podnikatelská škola), Masná 13, Prague 1. The research consists in analysis of the contents, method and forms of education at this school, and also in the experiment when an integrating subject is included into the teaching in the third grade. The final output is the recommendations and generalisations applying to tertiary professional schools in general, particularly to tertiary professional schools with economic specialisation. The thesis deals with the issue from two points of view, advancing from the general to the specific so that generally valid recommendations can be pronounced in the conclusion again. The first part of the thesis introduces general startpoints for the ensuing research task. It is subdivided into five chapters. The first chapter describes the subject and methodology of the research. The second chapter defines the significance of human capital for competitiveness of the Czech Republic. The third chapter summarizes the startpoints and tools of the school reform with emphasis on educational objectives in the area of students' key competences. The fourth chapter deals with the substance and tools of entrepreneurial education and thinking. The fifth chapter describes the history and the present of tertiary professional school education, suggesting its potential development in the future. The subsequent part containing the research itself is subdivided into three chapters. The sixth chapter characterises the Tertiary Business Entrepreneurial School, analysing its conditions for educating students, monitoring its competitors and defining its strong and weak points, its opportunities and threats. The seventh chapter contains the substance of the research task itself. The eighth chapter subsequently evaluates the results of the research, verifies the hypotheses and formulates recommendations applicable to tertiary professional schools in general.

Submitted by Mateus Lima Dornelas (mateusnew@hotmail.com) on 2017-12-19T17:03:51Z No. of bitstreams: 1 Dissertação_Mateus Dornelas.pdf: 1315649 bytes, checksum: 8a9e0b2052731364a3fb375331f19f27 (MD5) / Rejected by Janete de Oliveira Feitosa (janete.feitosa@fgv.br), reason: Prezado aluno, boa tarde. Favor fazer nova submissão com a inclusão da Ficha Catalográfica e Folha de Assinatura da Banca incluídas no arquivo da sua Dissertação. Por favor, peço que informe quando a submissão for feita. O impresso entregue na Secretaria está correto. Cordialmente, on 2017-12-19T17:08:52Z (GMT) / Submitted by Mateus Lima Dornelas (mateusnew@hotmail.com) on 2017-12-19T17:26:27Z No. of bitstreams: 1 Dissertação_Mateus Dornelas.pdf: 1538583 bytes, checksum: a2bee0ea40a9f319dd66e9fd3c0fa870 (MD5) / Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2017-12-19T17:49:22Z (GMT) No. of bitstreams: 1 Dissertação_Mateus Dornelas.pdf: 1538583 bytes, checksum: a2bee0ea40a9f319dd66e9fd3c0fa870 (MD5) / Made available in DSpace on 2017-12-26T17:25:08Z (GMT). No. of bitstreams: 1 Dissertação_Mateus Dornelas.pdf: 1538583 bytes, checksum: a2bee0ea40a9f319dd66e9fd3c0fa870 (MD5) Previous issue date: 2017-11-30 / Este estudo pretende investigar se a empresa júnior contribui para o incremento da intenção empreendedora dos alunos de universidades brasileiras. Ainda, busca identificar diferenças deste incremento em relação aos alunos de sexo masculino e feminino e em relação aos que possuem ou não experiência anterior nos negócios. Para atingir os objetivos propostos foi realizado um quase-experimento que, para a estimativa dos efeitos das empresas juniores na intenção empreendedora, se valeu de um pareamento entre grupos de tratamento (participantes de empresa júnior) e controle (não participantes da EJ) e aplicação de regressão linear múltipla. A abrangência da amostra, 5969 alunos, e a utilização de grupo de controle, ofereceram um bom nível de validade interna e a amostragem de diferentes universidades de localidades distintas aumentou a validade externa das descobertas. Foi demonstrado que a participação na empresa júnior tem um efeito positivo no incremento da intenção empreendedora dos alunos. Há evidências de que o efeito das empresas juniores sobre o aumento da intenção empreendedora é superior para as mulheres. O mesmo não se confirma quando se trata da experiência prévia dos alunos nos negócios. A principal limitação da pesquisa é relativa a variável dependente pois não foram consideradas as relações entre as empresas juniores e as variáveis comumente utilizadas que buscam predizer a intenção empreendedora. Assim, a utilização de uma escala, de maior grau de validade e confiabilidade, seria útil para testes empíricos futuros. A partir dos resultados, os agentes envolvidos no contexto podem utilizá-los como insumo para o processo de fomento ao empreendedorismo e desenvolvimento socioeconômico, dada a evidência de efeitos positivos das empresas juniores. Este estudo contribui para a pesquisa sobre educação para o empreendedorismo, revelando o efeito benéfico para os alunos participantes de programas de educação empreendedora. Pelo nosso conhecimento, este é o primeiro estudo sobre empresa júnior que apresenta impactos sobre a intenção de empreender em uma ampla amostra de alunos e universidades, com mitigação de endogeneidade a partir do pareamento entre grupos de tratamento e controle. / This study intends to investigate if the junior enterprise contributes to the increase of the entrepreneurial intention of the students of Brazilian universities. Also, it seeks to identify differences in this increase in relation to male and female students and in relation to those who have or do not have previous business experience. In order to reach the proposed objectives, a quasi-experiment was carried out which, in order to estimate the effects of the junior companies on the entrepreneurial intention, a pairing between treatment (participants of junior enterprises) and control groups (non participants of junior enterprises) and multiple linear regression application was performed. The scope of the sample, 5969 students, and the use of the control group provided a good level of internal validity and the sampling of different universities from different locations increased the external validity of the findings. Findings - The outcome indicated the participation in the junior enterprise has a positive effect on the increase of the students' entrepreneurial intention. There is also evidence that the effect of junior enterprise on the increase of entrepreneurial intent is higher among women. The same scenario does not apply to students with previous experience in business. The main limitation of the research is related to the dependent variable because the relations between the junior companies and the commonly used variables that seek to predict the entrepreneurial intention were not considered. Thus, the use of a scale of greater validity and reliability would be useful for future empirical tests. As practical relevance, this study allows the actors involved in the context to use it as an input to foster entrepreneurial and socioeconomic development, given the evidence of positive effects of junior enterprises. This study contributes to the research on education for entrepreneurship, revealing the beneficial effect for students participating in entrepreneurship education programs.

Submitted by Marcia Bacha (marcia.bacha@fgv.br) on 2012-01-18T13:51:30Z No. of bitstreams: 1 1420836.pdf: 3421043 bytes, checksum: ac19e3e97aea77b970fe8255d9bc3f42 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2012-01-18T13:51:42Z (GMT) No. of bitstreams: 1 1420836.pdf: 3421043 bytes, checksum: ac19e3e97aea77b970fe8255d9bc3f42 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2012-01-18T13:52:07Z (GMT) No. of bitstreams: 1 1420836.pdf: 3421043 bytes, checksum: ac19e3e97aea77b970fe8255d9bc3f42 (MD5) / Made available in DSpace on 2012-01-18T13:52:14Z (GMT). No. of bitstreams: 1 1420836.pdf: 3421043 bytes, checksum: ac19e3e97aea77b970fe8255d9bc3f42 (MD5) Previous issue date: 2010-09 / A partir da missão do SEBRAE, que é promover o desenvolvimento sustentável, a competitividade das micro e pequenas empresas e o fomento ao empreendedorismo nos municípios paraenses, o estudo objetiva tratar a contribuição do órgão no desenvolvimento sócio-empresarial do Estado do Pará a partir de um foco empreendedor dentro de uma concepção teórica schumpeteriana. O SEBRAEPARÁ proporciona a criação de ferramentas de gestão e de consultorias (capacitação, mobilização, disseminação do empreendedorismo e do associativismo, entre outros) para a construção de um ambiente favorável à sustentabilidade e à ampliação dos pequenos negócios. A metodologia adotada para a pesquisa foi o estudo de caso, por se tratar de uma estratégia de pesquisa muito empregada em problemas contemporâneos. Os resultados da pesquisa enfatizam que o SEBRAEPARÁ é uma instituição totalmente alinhada à sua missão e aos desafios impostos pela globalização e abertura comercial que ainda estão em andamento no atual estágio da economia brasileira. Com isto, as micros e pequenas empresas assistidas no órgão, no Estado do Pará, estão se tornando mais focadas na qualidade, na competitividade e na sustentabilidade dos negócios implementados. / From the mission of SEBRAE, which is to promote sustainable development, competitiveness of micro and small enterprises and foster entrepreneurship in the municipalities of Pará, the study aims to address the contribution of the organ in socio-entrepreneurial Pará State from a entrepreneurial focus within a Schumpeterian theoretical concept. SEBRAE-PARÁ provide the creation of management tools and consulting services (training, mobilization, dissemination of entrepreneurship and associations, among others) to build an environment conducive to the sustainability and expansion of small businesses. lhe methodology for the research was a case study, because it is a research strategy widely used in contemporary problems. lhe findings emphasize that SEBRAE-PARA is a fully aligned to its mission and the challenges imposed by globalization and trade liberalization that are still in progress at the current stage of the Brazilian economy. With this, the micro and small businesses assisted in the organ, in Pará, are becoming more focused on quality, competitiveness and sustainability of businesses implemented.

Made available in DSpace on 2016-06-02T19:16:40Z (GMT). No. of bitstreams: 1 6016.pdf: 2404826 bytes, checksum: 6f5c56360cd20bd9f2bff69542f4d001 (MD5) Previous issue date: 2014-02-26 / Although many efforts have been made to the spread and consolidation of an education that develops individuals more entrepreneurial, there is no consensus or objective guidelines in the literature regarding the topics that should be part of entrepreneurial education, or skills that must be developed. This research aims to seek a better understanding as to the themes and skills that comprise the Entrepreneurial Education. A set of representative experiments of entrepreneurship education was observed in the subjects and skills covered. Data were organized in a form, enabling the identification and comparison of trends by type of education - primary, secondary and higher education, and courses with no relationship with formal education. The results indicate that in elementary school the focus is on Entrepreneurial Behavior. In secondary school, there is a less marked trend in Entrepreneurial Behavior. In Brazilian higher education, there is a balance between the business group and the Entrepreneurial Behavior. In the experiences in higher education abroad, the trend is on Entrepreneurial Behavior. In courses with no ties to formal education has not been possible to identify a conclusive trend, although a greater number of issues have been cited in Business group. Considering all experiments, regardless of the stage or type of education in the Entrepreneurial Behavior group, the most frequently cited issues were Network Relationships, Creativity, and Autonomy. In the business group, the most cited topics were Marketing, Business Plans and Financial Planning. This research helped to provide a better understanding as to the themes and skills that comprise the Entrepreneurial Education, systematizing data, enabling comparisons and identifying trends and the most frequently cited issues in primary, secondary and higher education, and in courses with no relationship with formal education. / Embora muitos esforços venham sendo envidados para a difusão e consolidação de uma educação que desenvolva indivíduos mais empreendedores, não há consenso ou diretrizes objetivas na literatura quanto aos temas que devem fazer parte da educação empreendedora, ou das competências que devem ser desenvolvidas. Esta pesquisa tem por objetivo buscar uma melhor compreensão quanto aos temas e competências que compõem a Educação Empreendedora. Um conjunto de experiências representativas da educação empreendedora foi observado em relação aos temas e competências abordados. Dados foram sistematizados em um formulário, visando possibilitar a identificação e comparação de tendências por modalidade de ensino - ensino fundamental, médio, superior e cursos sem vínculo com a educação formal. Os resultados obtidos indicam que no Ensino Fundamental o foco é no Comportamento Empreendedor. No Ensino Médio, há uma tendência menos acentuada no Comportamento Empreendedor. No Ensino Superior brasileiro, há um equilíbrio entre o grupo Negócios e o grupo Comportamento Empreendedor; nas experiências no Ensino Superior do exterior, a tendência é no Comportamento Empreendedor. Nos cursos sem vínculo com a educação formal não foi possível identificar uma tendência conclusiva, embora um número maior de temas tenha sido citado no grupo Negócios. Se considerarmos todas as experiências, independente da modalidade de ensino, no grupo Comportamento Empreendedor os temas mais citados foram Rede de Relacionamentos, Criatividade e Autonomia. No grupo Negócios os temas mais citados foram Marketing, Planos de Negócios e Planejamento Financeiro. Esta pesquisa contribuiu ao proporcionar uma melhor compreensão quanto aos temas e competências que compõem a Educação Empreendedora, sistematizando dados, possibilitando comparações e identificando tendências e temas mais citados nas modalidades de ensino fundamental, médio, superior e cursos sem vínculo com a educação formal.

Made available in DSpace on 2015-05-07T15:09:35Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1053318 bytes, checksum: e1be5a97b7a60e11f19332dd0bc92f1b (MD5) Previous issue date: 2009-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This thesis aims to evaluate the importance of the entrepreneurial education activities offered by Sebrae, especially those related to distance education, considering the changes occurred in the world of work. Based on the pillars of knowledge suggested by UNESCO as relevant to education of people up the XXI century learning how to know; learning how to do; learning how to live together and learn how to be this study suggests as additional issue in the education of young people and adults, the pillar of learning to be an entrepreneur. This type of learning aims to develop the search for autonomy by the participants, in order to face effectively the diverse situations of life, specially those related to the maintenance of themselves and their own families. The assessment is made possible by the analysis of documentary records produced and made available by Sebrae and the literature on the national and international practices related to EJA. Throughout the search has been sought evidences of increasing rates of enterprises survival in the period which educational programs have been offered by Sebrae in mode of EAD, concluding, from survey data, that there is a connection between these offerings and the young people and adults learning assimilation of how to undertake businesses. / Esta Dissertação tem por objetivo investigar as ações educacionais especialmente as de ensino a distância e a contribuição do Serviço Brasileiro de Apoio às Micro e Pequenas Empresas Sebrae, para o aumento da capacidade de empreender de jovens e adultos, face às mudanças ocorridas no mundo do trabalho. Tendo como base os pilares do conhecimento sugeridos pela UNESCO como relevantes para a educação das pessoas no século XXI aprender a conhecer, aprender a fazer, aprender a viver juntos e aprender a ser o estudo sugere como complementar na Educação de Jovens e Adultos, o pilar do Aprender a Empreender. A orientação desse aprendizado visa à busca da autonomia pelo sujeito, para dar conta das diversas situações enfrentadas na vida, especialmente aquelas ligadas à manutenção de si e da própria família. A avaliação é possibilitada a partir da análise documental de registros produzidos e disponibilizados pelo Sebrae e pela literatura específica, sobre as práticas nacionais e internacionais relacionadas com a EJA. Ao longo do estudo procuram-se evidências do aumento dos índices de sobrevivência das empresas no período em que são oferecidas pelo Sebrae ações educacionais na modalidade de EAD, constatando-se, a partir de pesquisas, uma relação entre essas ofertas e a conformação do aprendizado para empreender de pessoas jovens e adultas.

The long-term goal of this project was to inform the design of an entrepreneurial-focused charter school utilizing school-based enterprises (SBEs) to anchor a project-based learning (PBL) curriculum. The study was two parts: 1) to determine the extent of schools utilizing this innovative approach to teach an entrepreneurial-centered curriculum, and 2) to perform and initial feasibility study to determine potential for developing this school in Stockton, California. A content analysis supplemented with interviews and correspondences was used to determine that few, if any, schools in the United States emphasize entrepreneurship and utilize SBEs to support PBL. The feasibility study employed the expertise of education and business leaders to determine that the model has conditional strength. To be successful, the model must build on certain success factors, strong mission and leadership, well developed PBL curriculum and training, and community support, while addressing the legal and logistical challenges of operating school-wide SBEs in a high school environment.

[pt] Diante do cenário de agravamento de crises devido à pandemia da COVID- 19, essa pesquisa buscou compreender como, em um contexto brasileiro de pandemia, a educação empreendedora busca construir um conhecimento reflexivo e propositivo acerca do papel do empreendedor na sociedade, e de que forma uma educação crítica pode contribuir com esse processo. O estudo qualitativo analisou os dados recolhidos em um processo de observação participante do pesquisador em uma disciplina de empreendedorismo de uma universidade de grande reconhecimento na temática, os documentos relacionados à referida disciplina e depoimentos de docentes e estudantes, concedidos por meio de entrevistas. A partir de uma abordagem temática, a análise foi estruturada sob a perspectiva de dois grandes temas e seus subtemas: (1) Ser empreendedor; (1.1) Perfil Empreendedor, (1.2) Educação Empreendedora, (1.3) Eu Produto, (1.4) Indivíduo padronizado; e (2) Ser um empreendedor agente de mudança; (2.1) Visão Coletiva versus Visão Individualista, (2.2) Mudança positiva versus mudança negativa, (2.3) Empreendedorismo social. Dessa forma, a pesquisa evidencia uma contribuição pouco efetiva para a formação de indivíduos críticos e com potencial de transformação social. Portanto, o estudo sugere, a partir de um alicerce consistente da pedagogia crítica de Paulo Freire, entre o empreendedorismo social, de impacto e o ensino do empreendedorismo, uma reavaliação deste último enquanto instrumento político, democrático e de liberdade, que trabalhe a serviço da visão coletiva, desenvolvendo sujeitos capazes de interagir com as demandas reais e atuar de forma propositiva, promovendo mudanças positivas frente aos problemas socioambientais que fazem parte das realidades brasileiras. / [en] In light of the aggravation of crises due to the COVID-19 pandemic, this research sought to understand how, in a brazilian pandemic context, entrepreneurial education tries to build a reflexive and propositive knowledge about the role of the entrepreneur in the society and how a critical education can contribute with this process. The qualitative study analyzed the data in a participant observation process of the researcher in an entrepreneurship class of a well recognized university in this topic. The documents related to that discipline and testimonies were obtained through interviews with professors and students. From a thematic approach, the analysis was structured under the perspective of two major themes and their sub-themes: (1) Being an entrepreneur; (1.1) Entrepreneurial Profile, (1.2) Entrepreneurial Education, (1.3) Me as a Product, (1.4) Standardized individual; and (2) Be a change agent entrepreneur; (2.1) Collective Vision versus Individualistic Vision, (2.2) Positive change versus negative change, (2.3) Social entrepreneurship. Thus, the research shows an ineffective contribution to the formation of critical individuals with potential for social transformation. Therefore, the study suggests, based on a consistent foundation of Paulo Freire s critical pedagogy, between social, impact entrepreneurship and the teaching of entrepreneurship, a reassessment of the latter as a political, democratic and freedom instrument that works at the service of collective vision, developing subjects capable of interacting with real demands and acting purposefully, promoting positive changes in the face of socioenvironmental problems that are part of Brazilian realities.

This master thesis discusses the possibilities of education of women managers/entrepreneurs. The aim of the thesis is to identify the form of an educational project suitable for the development of women entrepreneurs. As a result, I analyze not only the skills typical for successful managers, but also the features of managerial development and education and factors influencing the development and education of women entrepreneurs. Then I am trying to outline suitable methods for development of women entrepreneurs, with a special focus on women only training programs. In order to analyze the educational program better, I also focus on the design and evaluation of an educational activity. In the practical part of the thesis, I analyze the effectiveness of the PROFI ŽENA I. project and of the training course Managerial Skills and Team Building, and I am trying to identify the educational preferences of women entrepreneurs. Although, according to the survey, the concept of two-day courses seems to be insufficient for gaining new skills and knowledge, the project appears to be very beneficial for the participants, especially in terms of gaining new contacts, experience, self- affirmation and raising self-confidence. A good way to increase the effectiveness of the course would be some form of a follow-up...

Submitted by Marcus Alexandre Yshikawa Salusse (msalusse@gmail.com) on 2014-03-31T16:50:02Z No. of bitstreams: 1 (@DISSERTAÇÃO_VERSAO FINAL_31.03.14).pdf: 9682404 bytes, checksum: 74f2c344694c9eae81d4e672f1c1af51 (MD5) / Approved for entry into archive by PAMELA BELTRAN TONSA (pamela.tonsa@fgv.br) on 2014-03-31T16:53:03Z (GMT) No. of bitstreams: 1 (@DISSERTAÇÃO_VERSAO FINAL_31.03.14).pdf: 9682404 bytes, checksum: 74f2c344694c9eae81d4e672f1c1af51 (MD5) / Made available in DSpace on 2014-03-31T16:58:55Z (GMT). No. of bitstreams: 1 (@DISSERTAÇÃO_VERSAO FINAL_31.03.14).pdf: 9682404 bytes, checksum: 74f2c344694c9eae81d4e672f1c1af51 (MD5) Previous issue date: 2014-02-27 / O objetivo desta pesquisa é compreender como professores ao redor do mundo ensinam empreendedorismo com fundamento na teoria effectuation. A pesquisa utiliza a metodologia de estudo de caso múltiplo para análise de cinco experiências em educação empreendedora em nível universitário, realizadas em cinco instituições de ensino de quatro países diferentes com intuito de compreender o contexto dessas experiências, a estrutura dos cursos, as metodologias de ensino utilizadas e as percepções de docentes e alunos sobre essas experiências. O estudo traz inicialmente um breve histórico sobre a evolução do ensino de empreendedorismo nos Estados Unidos e no Brasil. Ato contínuo, o estudo faz uma análise da evolução das perspectivas teóricas utilizadas para compreensão do fenômeno empreendedor e relaciona essas perspectivas às metodologias de ensino utilizadas para o ensino de empreendedorismo, com destaque para a recente discussão sobre a perspectiva do empreendedorismo como método. A teoria effectuation é apresentada em seguida e introduz seus os princípios norteadores e as teorias que deram origem à sua formulação. A análise dos casos resulta em contribuições teóricas referentes à estruturação de perguntas de pesquisa que relacionam a utilização da teoria effectuation no ensino de empreendedorismo ao aumento da intenção dos alunos em empreender e que analisam a influência da cultura e da formação dos alunos no processo de ensino e aprendizado. As contribuições práticas, por sua vez, referem-se à identificação do elemento integrador das metodologias de ensino de empreendedorismo com fundamento na teoria effectuation, da identificação de metodologias de ensino emergentes e da contribuição da teoria para o desenvolvimento do ensino de empreendedorismo no Brasil. Assim, os resultados desta pesquisa contribuem para aumentar o conhecimento existente sobre a utilização da teoria effectuation no ensino de empreendedorismo e sobre os efeitos dessa introdução, bem como por meio da formulação de perguntas de pesquisa para direcionamento de esforços de pesquisa futuros. / This research aims at understanding how professors around the world teach entrepreneurship using effectuation theory. The research utilizes the multiple case study methodology to analyze five entrepreneurship education experiences at the university level, performed at five institutions from four different countries in order to understand the context of these entrepreneurship education experiences, the structure of the courses, the teaching methodologies used and the perceptions from both students and professors regarding their experiences. The study initially presents a brief history on the evolution of entrepreneurship education in the United States and Brazil. Thereafter, the study analyzes the evolution of the theoretical perspectives used to understand the entrepreneurial phenomenon and relate these perspectives to the methodologies used for teaching entrepreneurship, highlighting the recent discussion about the entrepreneurship as method perspective. The effectuation theory is presented in sequence and it guiding principles and theories that led to its formulation are presented. The theoretical contributions from the study relate to the structuring of research questions that analyze the relationship between effectuation teaching and the increase on intention of the students to become entrepreneurs, and the influence of culture and educational background in the teaching and learning process. The practical contributions refers to the identification of the integrating element of effectual teaching methodologies, the identification of emerging teaching methodologies in the field and the contribution from effectuation theory to the development of entrepreneurship education in Brazil. Thus, this research contributes to increase the existing knowledge on effectuation teaching and the effects on introducing effectuation to teach entrepreneurship, as well as through the structuring of research questions for future research efforts.