Entrepreneurship, pedagogical improvisation, and public policies in education: the new post covid-19 agenda

Abstract

In the context of the 21st century, there is a growing emphasis on preparation for entrepreneurship and innovation, accompanied by an increasingly prevalent use of information and communication technologies, especially in primary and higher education. The Covid-19 pandemic accelerated the promotion of a technoliberal agenda, characterized by pedagogical improvisation and the integration of technologies as instruments for managing the educational reality. In this context, how do entrepreneurial education and pedagogical improvisation impact education? This study presents a critical-dialectical analytical approach, aiming to unravel the ideological nuances that permeate entrepreneurial education, as well as its intrinsic connections with the role played by educators and the adoption of digital technological tools in the post-pandemic context. The study highlights the existing gap regarding the philosophical foundations that should underpin entrepreneurship education. Simultaneously, it underscores the imminent need to formulate public policies that foster a critical incorporation of technology, both by educators and students, with the goal of achieving effective use in the educational sphere. The text emphasizes the importance of a critical approach in teaching entrepreneurship and highlights the necessity to reflect on the processes of half education in the educational landscape that is shaping up in the post Covid-19 scenario.