Expository-dialogued teaching practices and entrepreneurial awareness of occupational safety and administration technicians at CEEPAMEV ( ) in Ilhéus, Bahia.

• DOI: https://doi.org/10.22533/at.ed.515742618027

• Palavras-chave: Entrepreneurship; Intrapreneurship; Experience reports; Technical and vocational education

• Keywords: Entrepreneurship; Intrapreneurship; Experience reports; Technical and vocational education

• Abstract:

  This paper briefly presents a report on experiences of good teaching and learning practices applied at the Álvaro Melo Vieira State Center for Professional Education in Management and Information Technology, a technical vocational school located in Ilhéus, in the southern region of Bahia. The objective was to raise awareness of potential entrepreneurial and intrapreneurial characteristics in classes of a Technical Course in Security and Administration, through innovative practices, with expository-dialogued classes, by specialists and invited professionals from the thematic areas, as they reported their success stories and experiences, integrating theory and practice. The methodology adopted was qualitative and exploratory in nature, based on action research, structured in three main stages: expository-dialogued classes on experiences and contemplative experiences, on the fundamentals of entrepreneurship and intrapreneurship, as well as lectures with specialists in specific cases. They shared their other practical experiences and professional experiences. Furthermore, practical activities after the lectures were conducted by the teacher, the main author, in the classroom, supported by the other co-authors, with the development of projects designed and applied to the current and future professional context of the graduate in question. The results indicated greater awareness and engagement among students: 92.5% rated the lectures as "excellent" or "good," 40.2% expressed interest in entrepreneurship, and 88.4% reported that the activities clarified doubts and motivated action, evidencing a positive impact on the formation of entrepreneurial skills, with an emphasis on the practical application of concepts and the effectiveness of expository-dialogued classes in technical education. It was concluded that the interaction of students with experts during classes provided a realistic, feasible, and viable vision for future graduates entering the entrepreneurial job market. Thus, the approach adopted in preparing students for both technical roles and to act as agents of innovation in organizations or their own businesses was and is a unique stimulus to the performance of future professionals.