No description available.

L'éducation au développement durable (EDD) a été progressivement intégrée dans les systèmes scolaires français et québécois, ce qui a des conséquences pour les enseignants et leur formation. Cette recherche vise à repérer la manière dont les futurs enseignants québécois de sciences et technologie et d'univers social d'une part et les futurs enseignants français de SVT et d'histoire-géographie d'autre part se représentent le développement durable (DD) et l'EDD. Pour ce faire une approche pluri-méthodologique associant le questionnaire et l'entretien semi-directif est employée. Le cadre théorique, - construit autour des concepts de représentations sociales (RS) et de questions socialement vives -, ainsi qu'une posture interprétative-critique, orientent la lecture et l'interprétation des résultats. L'étude met en lumière une RS du DD qui serait emboitée dans celle de l'environnement-ressource chez les quatre sous-populations interrogées ainsi que des spécificités socioculturelles et/ou professionnelles-disciplinaires, se manifestant notamment par l'intégration des dimensions sociales, politiques et institutionnelles. Au vu de l'ensemble des données recueillies, on retient chez les futurs enseignants interrogés quatre champs de tensions qui reflètent la coexistence de deux approches de l'EDD : l'une transmissive et l'autre socioconstructiviste transformatrice. Cette recherche apporte ainsi un éclairage approfondi et renouvelé quant aux appuis et obstacles à l'institutionnalisation d'une EDD critique et comporte finalement des propositions d'intervention didactique en matière de formation des enseignants susceptibles d'enrichir leurs représentations du DD. / Education for sustainable development (ESD) has been gradually integrated into the school systems of France and Quebec. This has consequences for both teachers and teacher training. This research aims to identify how future Quebecois teachers of science and technology and social studies, on the one hand, and future French teachers of the life and earth sciences and history and geography, on the other hand, represent sustainable development and ESD. To this end, a multi-methodological approach was used that draws on two complementary tools, a questionnaire and semi-structured interviews. A theoretical framework built around the concepts of social representations (SR) and socially acute questions together with a critical-interpretative posture guide the reading and interpretation of the results. The study brings to light a social representation of SD that is nested in the SR of the environment-resources among the four sub-populations surveyed as well as socio-cultural and/or professional-disciplinary specificities, which are manifested in particular by the integration of social, political and institutional dimensions. Based on the data collected, four areas of tension were identified among the future teachers interviewed; these reflect the existence of two approaches to ESD: one transmissive, and the other transformative and social constructivist. This study thus provides an in-depth, up-to-date clarification of the factors that support or hinder the institutionalization of a critical ESD. Finally, it includes proposals for educational intervention in teacher training so as to enrich future teachers' representations of SD.

Made available in DSpace on 2016-04-27T14:48:50Z (GMT). No. of bitstreams: 1 Eliana Maciel Cacero.pdf: 721181 bytes, checksum: 1460c7a100670d5867e1bf2b8acc5643 (MD5) Previous issue date: 2016-03-08 / Secretaria da Educação do Estado de São Paulo / This research aims at understanding the socio-historical-cultural context of Collective Pedagogical Work Class (Aula de Trabalho Pedagógico Coletivo - ATPC) and develops a proposal for the education of ATPC as a critical collaborative space. During the process, we intended to describe ATPC socio-historical-cultural context in São Paulo Secretary of Education and in two State Schools, located in the eastern region of São Paulo. Based on the descriptions, we planned an education proposal for educators, which subsidize Teacher Coordinators to develop ATPC as a collaborative critical space. The chosen methodology was the Critical Collaborative Research (MAGALHÃES, 2011), which allows intervention in school practices through the understanding of socio-historical-cultural context, the collaborative relations among the research subjects and the redefinition of school practices. The survey was conducted with two Teacher Coordinators from the final years of elementary school, the sector in which the researcher is an educator. The focal pedagogical practice is critical collaboration at ATPC. The instruments used to for the analyses were the audio of the ATPCs meetings and the questionnaire answered by the Teacher Coordinators. The theoretical framework was guided by discussions on collaboration and critical thinking in the light of Social-Historical-Cultural Activity Theory (TASHC) and on critical education. Analyses were conducted based on the components of Social-Historical-Cultural Activity Theory, which allowed us to visualize ATPC as an activity and identify if and how critical collaboration happens in this context. The understanding of the results allowed us to develop an education proposal for ATPCs as a critical collaborative space / Esta pesquisa tem como objetivo compreender o contexto sócio-histórico-cultural da Aula de Trabalho Pedagógico Coletivo (ATPC) e desenvolver uma proposta de formação da ATPC como espaço crítico de colaboração. Nesse processo, pretendeu-se descrever o contexto sócio-histórico-cultural da ATPC na Secretaria da Educação do Estado de São Paulo e de duas escolas da rede estadual, localizadas na região leste de São Paulo. Com base nas descrições, foi planejada uma proposta de formação para formadores que subsidie o Professor Coordenador a desenvolver a ATPC como espaço crítico de colaboração. A metodologia escolhida foi a Pesquisa Crítica de Colaboração (MAGALHÃES, 2011), que possibilita a intervenção nas práticas escolares por meio da compreensão do contexto sócio-histórico-cultural, das relações colaborativas entre os sujeitos da pesquisa e da ressignificação das práticas escolares. A pesquisa foi realizada com dois Professores Coordenadores dos anos finais do Ensino Fundamental, setor do qual a pesquisadora é formadora. A prática pedagógica em foco é a colaboração crítica em ATPC. Foram utilizados como instrumentos para as análises os áudios das ATPCs e o questionário respondido pelos Professores Coordenadores. O referencial teórico estudado foi norteado pelas discussões sobre colaboração e reflexão crítica, no quadro da Teoria da Atividade sócio-histórico-cultural (TASHC) e da formação crítica de educadores. As análises foram realizadas a partir dos componentes do quadro da Teoria da Atividade Sócio-Histórico-Cultural, o que permitiu visualizar a ATPC como uma atividade e identificar se e como a colaboração crítica acontece nelas. A compreensão dos resultados permitiu desenvolver uma proposta de formação de ATPC como espaço crítico de colaboração

Made available in DSpace on 2016-04-27T16:57:36Z (GMT). No. of bitstreams: 1 James Teixeira.pdf: 2163513 bytes, checksum: 24a4d71d3f7a44d05fc03c82c3d78719 (MD5) Previous issue date: 2015-03-12 / This research aimed to verify the financial literacy of teachers who teach financial math classes in high school. The hypothesis is that financial education can only be taught in schools through a faculty properly literate financially. This implies that the teacher know and master the concepts of financial mathematics, basic subject in the teaching and learning of financial education in accordance with the National Strategy for Financial Education (ENEF), established by the federal government, through Decree 7.397/10. Financial education is essential so that citizens learn the importance of finance in their daily lives and can rationally use their resources to obtain and improve the quality of life. Children, future consumers, need to be prepared early on to cope well with the value of money. In this sense, the family and the school are important allies in the construction of new behavioral patterns in the formation of new generations. Financial education contributes to the formation of citizens aware and better prepared to participate in the economic and social development of the country. A field survey was conducted involving 30 questions applied to a group of 161 teachers who teach mathematics, including financial mathematics, in different cities of the State of São Paulo. The methodology used was the Statistical Implicative Analysis (SIA) that sought to answer the following question: Do the teachers, graduates or graduates in mathematics, who minister to financial mathematics course in high school, is fully financially literate to the level necessary for the purposes the National Strategy for Financial Education? A review of cohesion trees and truly implication graphs, supported by descriptive statistics tools, it was possible to answer our research question / Esta pesquisa teve como objetivo averiguar o letramento financeiro dos professores que ministram aulas de matemática financeira no Ensino Médio. A hipótese levantada é a de que a educação financeira só pode ser ensinada nas escolas por meio de um corpo docente devidamente letrado financeiramente. Isso implica em que o professor conheça e domine os conceitos de matemática financeira, disciplina fundamental para o ensino e a aprendizagem da educação financeira em conformidade com a Estratégia Nacional de Educação Financeira (ENEF), instituída pelo governo federal, por meio do Decreto 7.397/10. A educação financeira é fundamental para que o cidadão aprenda a importância das finanças no seu cotidiano e possa usar racionalmente seus recursos para obter e melhorar a qualidade de vida. As crianças, futuras consumidoras, precisam ser preparadas desde cedo para lidar bem com o valor do dinheiro. Nesse sentido, a família e a escola são importantes aliadas na construção de novos padrões comportamentais na formação das novas gerações. A educação financeira contribui para a formação de cidadãos conscientes e mais preparados para participarem do desenvolvimento econômico e social do país. Para desenvolver esse trabalho, foi realizada uma pesquisa de campo envolvendo 30 questões, aplicada a um grupo de 161 professores que ministram a disciplina de matemática, abordando, portanto, a matemática financeira, em diferentes cidades do Estado de São Paulo. A metodologia utilizada foi a Análise Estatística Implicativa (ASI) que buscou responder a seguinte questão: Será que os professores, bacharéis ou licenciados em matemática, que ministram a disciplina de matemática financeira no Ensino Médio, estão devidamente letrados financeiramente ao nível necessário para os propósitos da Estratégia Nacional de Educação Financeira? A partir do exame de árvores de coesão e grafos implicativos, suportados por ferramentas de estatística descritiva, foi possível responder a nossa questão de pesquisa

This research was part of the Research Line in Education and Arts/ PPGE/CE/UFSM, developed at the Federal University of Santa Maria/RS. The research was contextualized in the formal education, where the research-action was developed at Chácara das Flores Municipal Elementary School, in Santa Maria/RS, with ninth grade students. This research materialized, in general lines, the investigation of critical education practice by using as basis the theoretical ideas of the Printed Textile Design with ninth grade students of ntermediate school. In special, it itended: to identify and to analyse the conception and action of students related with their understanding of Printed Textile Design as a modality; to trace, in colaboration with the students, practical and educative activities with critical view, having as support the learning and perception of pedagogical knowledge-making in a critical view related with printed textile design; to analyse the knowledge of the printed textile design created by the education practice, and the educational possibilities in the learning process by the materialization of printed textile design sketches; to punctuate a critical scholastic educative practice of the printed textile design in the Elementary School. The review of theoretical ideas was based on the following researchers: FREIRE (1975), EFLAND (2005), CARDOSO (2004), DONDIS (1997), REDIG (1976), OSTROWER (1987) and LUBART (2007). The research metodology was organized from qualitative research/action-research, and the instrumental used to collect data were real observations, diary notes, semi-structured interviews with students and their parents, portfolio and documental analysis. The analysis of critical educative practice in Printed Textile Design outlined the research course with the students of the ninth grade of Chácara das Flores Municipal Elementary School. The speeches of the students and their parents propitiated meaningful activities and visual creations related to Printed Textile Design and to the students social and cultural world. By the end of this research, it was verified that the critical educative practice, based on Freire and related with Printed Textile Design, contributed to the Visual Arts teaching because that kind of practice deal with this knowledge (PTD) in a critical configuration, contextualizing and incresing the students culture through an efectively, consciousness and humanizing educative practice. / Esta pesquisa fez parte da Linha de Pesquisa em Educação e Arte do PPGECE/UFSM. A pesquisa foi contextualizada no Ensino formal, tendo a pesquisa-ação ocorrida na Escola de Ensino Fundamental Municipal Chácara das Flores, em Santa Maria/RS, com os participantes/educandos do 9º ano. Esta pesquisa objetivou, em linhas gerais, investigar a prática educativa problematizadora, tendo como fundamento os pressupostos teóricos pedagógicos para a aprendizagem do design de estamparia têxtil com alunos do 9º ano do Ensino Fundamental. Especificamente, objetivou: identificar e analisar a concepção e a ação dos alunos frente à compreensão da modalidade de design de estamparia têxtil; planejar, em colaboração com os participantes da pesquisa, atividades prático-educativas problematizadoras, tendo em vista a aprendizagem e percepção do fazer-saber pedagógico crítico em design para estamparia têxtil; analisar o conhecimento de estamparia têxtil gerado pela prática educativa e as possibilidades pedagógicas no processo de aprendizagem pela materialização dos Projetos de Design de Estamparia Têxtil; e verificar a viabilidade de uma prática educativa escolar problematizadora do design de estamparia têxtil no Ensino Fundamental escolar. Como referencial teórico da pesquisa, foram lembrados os seguintes teóricos: FREIRE (1975), EFLAND (2005), CARDOSO (2004), DONDIS (1997), REDIG (1976), OSTROWER (1987) e LUBART (2007). A metodologia da pesquisa foi organizada a partir de pesquisa qualitativa/pesquisa-ação, tendo sido utilizados os seguintes instrumentos de coleta de dados: observação participante, diário de campo, entrevista semi-estruturada com os pais ou responsáveis e com os participantes da pesquisa, portfólio e análise documental. A análise sobre a prática educativa problematizadora em design de estamparia têxtil delineou o percurso pesquisacional com os participantes/educandos do 9º ano da Escola Municipal de Ensino Fundamental Chácara das Flores. Os relatos dos participantes e dos pais propiciaram atividades e criações visuais relacionadas ao design de estamparia têxtil e significativas ao mundo cultural e social dos educandos. Ao término desta pesquisa, considerou-se que a prática educativa problematizadora freireana em design de estamparia têxtil contribui para o Ensino das Artes Visuais, na medida em que abarca a prática educativa deste campo do saber de forma crítica, contextualizando e ampliando a cultura dos educandos através de uma prática educativa efetivamente crítica, conscientizadora e humanizadora.

This thesis reports on a critical discourse analysis (CDA) of the SEL policy makers’ conversations taking place in England and Wales during the New Labour period. The research sets out to offer a critical explanation of Welsh and English SEL policy thinking and doing and how the SEL policy discourse worked to privilege certain ideas and topics and speakers and exclude others. Thinking with theory and building on the work of Apple (2007) and Ball (2012) I draw on the contemporary tenets of critical theory to examine the (dominant) English and (often subjugated) Welsh discourse(s) to historically locate and contextualise the mainstream SEL literature within the ideological discourse of neoliberalism (Harvey, 2005). This neoliberalism is one which unequivocally drives policy in the direction of markets and propounds a thorough marketization of educational provisions and practices (Lynch, 2006).Drawing on data from a series of eight semi structured interviews with key national level policymakers, alongside documentary analysis, I argue that New Labour in England, particularly in its second term, through a particular policy network and the SEAL programme, adopted SEL as a tool of managerialism designed to shape and govern a self-managing, entrepreneurial, placid subject in the service of the neoliberal economic model. Alternatively I contend that the Welsh assembly adopted SEL as a practical and progressive tool for developing a more equal society and a more egalitarian and democratic modus operandi of social justice (rooted in normative precepts of the collective and of community cohesion). This “Welsh” approach was powerfully intertwined with the devolution programme and notions of the child as a democratic citizen with agency and rights. In both England and Wales this understanding and application of SEL was intimately connected with national identity and notions of nationhood. This work was undertaken using a CDA approach. It employed Fairclough’s Three Dimensional Model (1992) of Critical Discourse Analysis and engaged with the subject and data through the three lenses of text (the written and spoken word), discursive practice (the production, distribution and consumption of the text) and social practice (the wider social, political and economic forces shaping the discourse). By illuminating through CDA the ideologically infused discursive claims to truth and value, which underpinned the rhetoric and substance of the UK (Anglo-centric) Government’s version of SEL in schools and that of the devolved Welsh Government, my findings reveal the broader scale ideas and political-ontological truth claims which drove the development of SEL across England and Wales during the New Labour period; the research therein unveils the implicit but reified notions of childhood and children’s wellbeing which were central to SEL development at both the national and devolved levels; it identifies the unspoken and latent ideological projects which were core to the production of divergent SEL discourses in each of the countries; and finally, it reveals the influence which national tradition, domestic power structures, cross-societal inequities and the subjugation of certain identities have had on the conceptualisation and practical delivery of SEL in England and Wales. The study concludes that the relationship between language and political ideology in England and Wales during the New Labour years powerfully shaped the SEL policy discourse. In England the result of this was a thin version of SEL co-opted into the service of the neoliberal marketplace. In Wales a similar outcome occurred but only after a very different contextualised and transformative version of SEL was relinquished due to the invasive neoliberal forces attacking Welsh education.

Compte tenu des différences concernant le pilotage de l’éducation au développement durable (EDD) en France et au Chili et la place plus ou moins explicite du mot développement durable (DD) dans les sciences humaines et sociales et les sciences de la nature de ces deux pays, cette recherche tente de repérer la manière dont les enseignants et les élèves, en fonction de ces disciplines, se représentent l’objet DD. Il s’agit de mettre en évidence comment leurs représentations sociales (RS) répercutent dans le processus d’enseignement-apprentissage de cette question socialement vive (QSV). Pour ce faire, nous avons élaboré un dispositif méthodologique qui associe des questionnaires et des entretiens pour les enseignants. Alors que pour les élèves, ce dispositif se base intégralement sur des questionnaires. Nos résultats révèlent l’existence chez les enseignants des deux pays d’une RS du DD emboîtée dans celle d’un environnement-ressource. Cette représentation serait plus marquée chez les enseignants chiliens, en dégageant ainsi une perception plus développementaliste dans leur compréhension des enjeux du DD. Bien que les élèves, toutes classes confondues, partagent une RS ancrée dans la réalisation d’écogestes, la visée développementaliste est aussi présente chez les apprenants chiliens. À la lumière de nos résultats, nous pensons que sans une mise à distance dans la construction du savoir et en écartant les controverses, les pratiques éducatives acquièrent une allure transmissive qui ne favorise pas la compréhension des questions complexes que soulève la mise en place de ce projet planétaire. / Considering the differences in the control of education for sustainable development (ESD) in France and Chile and the more or less explicit place of the word sustainable development (SD) in the humanities and social sciences and natural sciences such two countries, this research attempts to identify how teachers and students, according to these disciplines, will represent the SD object. This is to highlight how their social representations (RS) reflected in the teaching-learning process of this socially controversial issue (QSV). To do this, we developed a methodological device that combines interviews and questionnaires for teachers. As for the students, this device is based entirely on questionnaires. Our results reveal the existence among teachers of both countries an RS SD fitted into that of a resource-environment. This representation would be more pronounced among Chilean teachers, thus generating a developmentalist perception in their understanding of SD issues. Although students of all classes share a RS rooted in the realization of eco-gestures, the developmentalist referred is also present among Chilean students. In light of our results, we believe that without a distancing in the construction of knowledge and spreading controversy, educational practices acquire a transmissive pace that does not promote understanding of the complex issues involved in implementing it global project.

Syftet med arbetet är att undersöka ett normkritiskt förhållningssätt till lärande samt lärares syn på normer och värden. Arbetet undersöker även lärares syn på möjligheter och utmaningar med normkritik i undervisningen samt hur de implementerar perspektivet i sin planering och undervisning. Explicita metoder och strategier som lärare använder sig av undersöks och påvisas i studien. Metoder som används är en enkätundersökning och semistrukturerade intervjuer som utgår från en fenomenografisk metodologi. Teorier som analysen utgår från är ett sociokulturellt perspektiv och ett normkritiskt perspektiv samt från läroplanen och skollagen. Resultatet som framkom är främst att ett normkritiskt förhållningssätt i undervisningen ofta bygger på egna värderingar och uppfattningar om moral samt på en viss koppling till läroplanens uppdrag och skrivningar kring normer. Lärare ser stora möjligheter i att arbeta normkritiskt i grundskolans flesta ämnen och inom merparten av samhällskunskapens områden. De poängterar vikten av ett övergripande och långsiktigt arbete samt att diskutera normer och normkritik med elever, att bygga på deras egna erfarenheter samt koppla det till elevernas vardag och exempel de kan identifiera sig i. Resultatet stämmer väl överens med tidigare forskning och litteratur. / The purpose of this work is to investigate a norm-critical approach to learning as well as teachers’ views when it comes to norms and values. This work also investigates teachers’ views on possibilities and challenges with norm-critical perspectives, as well as how they implement the perspectives in planning and teaching. Explicit methods and strategies teachers use are investigated and demonstrated in the study.  The methods used are surveys and semi-structured interviews based on a phenomenographic methodology. The analysis is based on theories about a socio-cultural perspective and a norm critical perspective, as well as the curriculum and the education act.  The result shows that a norm-critical approach in education often is based on the teacher’s own values and sense of moral, as well as connected to the curriculum mission and its writings about norms. Teachers are seeing large possibilities when it comes to working with a norm-critical approach in most of the compulsory schools' subjects, and mostly in the different civics’ subjects. They value a general and long-term work and discussions about values and norm-critical thinking with pupils, to build on their experiences as well as connecting to the pupils’ everyday life and to use examples as they can identify with. The results agree well with prior research and literature.

The purpose of this study is to examine how social studies teachers deal with issues related to norm-critical aspects in the classroom and what opportunities and challenges teachers experience with this approach. The paper also examines what it means to implement a norm-critical perspective in the social studies classroom. In addition, it explains a range of norm-critical strategies that teachers use. The research and literature selected for the thesis addresses the subject of social studies, the curriculum and syllabus, norms and values, the pedagogy of tolerance, norm-critical pedagogy, and the didactics of social studies. There is little research on norm critique and, in particularly, norm critique as it relates to social studies for grades 4-6, which reinforced the relevance of examining the purpose of this study.  The theoretical perspective used to analyze the empirics of the work is Vygotsky's sociocultural perspective. The method used to investigate the purpose and questions of the work are qualitative semi-structured interviews. Six people participated in the interview, all of them working as social studies teachers in grades 4-6. The result shows that a norm-critical approach is to countering discrimination and violations by promoting normative diversity. It appears that teachers do not value the curriculum and syllabus in terms of a norm critical approach, but rather draw from their own experiences and values in terms of working with norm-criticism, norms, and values. Furthermore, the results show that teachers see several opportunities in norm critical pedagogy and challenges in this work. They believe that norm critique is relevant in the social studies subject because it offers opportunities to provide students with foundational knowledge and understanding of norms in order to develop their critical thinking. It also seems that a norm-critical approach is relevant to the values-based mission because it helps foster democratic citizens who have respect for their fellow human beings. / Examenarbetets syfte är att undersöka hur lärare inom samhällskunskapen behandlar frågor gällande normkritiska aspekter i undervisningen. Syftet är även att synliggöra de möjligheter och utmaningar lärare ser med ett normkritiskt förhållningssätt. Arbetet undersöker även vad det innebär att implementera perspektivet i samhällskunskapsundervisningen och skolverksamheten i sin helhet. Dessutom redogörs det för ett antal normkritiska strategier som lärare använder sig av. Den valda forskningen och litteraturen för examensarbetet behandlar ämnet samhällskunskap, styrdokument, normer och värden, toleranspedagogik, normkritisk pedagogik och samhällskunskapsdidaktik. Det finns lite forskning gällande normkritik och särskilt normkritik kopplat till samhällskunskap för årskurs 4–6, vilket stärkt relevansen gällande att undersöka examensarbetets syfte.  Det teoretiska perspektivet som har använts för att analysera examenarbetets empiri är Vygotskijs sociokulturella perspektiv. Metoden som användes för att undersöka arbetets syfte och frågeställningar är kvalitativa semistrukturerade intervjuer. Sex respondenter deltog i undersökningen och samtliga är verksamma som samhällskunskapslärare i årskurs 4–6. Resultatet som framkommer är att innebörden av ett normkritiskt förhållningssätt är att motverka diskriminering och kränkningar genom att främja en normmässig mångfald. Det framkommer att lärarna inte lägger någon vikt vid styrdokumenten gällande ett normkritiskt förhållningsätt utan de utgår ifrån sina egna erfarenheter och värderingar gällande arbetet med normkritik, normer och värden. Vidare visar resultatet att lärare ser ett antal möjligheter med en normkritisk pedagogik och utmaningar med arbetet. De anser att normkritik är relevant i samhällskunskapsämnet då det ger tillfällen, att ge elever grundläggande kunskaper och förståelser för normer för att vidareutveckla deras kritiska tänkande. Det framkommer även, att ett normkritiskt förhållningssätt är relevant för värdegrundsuppdraget då det bidrar till att fostra demokratiska medborgare som hyser respekt för sina medmänniskor.

[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.