EDUCATION IN SCIENCE AND ENTREPRENEURSHIP - POTENTIAL AND CHALLENGES

The communication that is now proposed presents two examples of entrepreneurship at the level of science education. One example is related to the implementation and development of a Science Centre in a higher education institution, aimed at different audiences, from children to attend pre-school education to the elderly, through young people with special educational needs. The activities intended to lead to scientific and artistic education of different audiences in non-formal and informal science (as informal meetings, field activities, workshops) through the enhancement of aspects related to the Portuguese traditions, interpreted from a scientific and artistic point of view.

The exploited traditions are very diverse, from, for example, cork to the clay passing through the tissue, the honey and the oil. The other example of entrepreneurship is related to a development of intergenerational activities project, supported by a Corporate Games, Toys & Kits, where the oldest and the youngest are involved in intergenerational activities concerning scientific content addressed by performing experimental practical activities and games involving the traditions and Portuguese culture related particularly to food, work the land and the activities of the sea.

Although different, both projects have similar aspects:
(a) success requires persistent entrepreneurs, resilient and well-defined objectives, while flexible enough so that they can adapt to the difficulties and contingencies;
(b) the entrepreneurs must have a thorough knowledge of educational, social and cultural contexts in which they move;
(c) entrepreneurship education has its specificities;
(d) the difficulties in implementing such projects are essentially structural and cultural rather than economic in nature;
(e) no appreciation of science (and art) as culture also makes it difficult sometimes to its implementation and dissemination.

Another interesting result that should be emphasized and is common to both projects, is that culture and traditions explored during activities constitute as very interesting and motivating - the olders recall experiences and have valued their knowledge; the the youngest, contrary to widespread ideas often reveal a very great interest in learning, and they even look at the older more information related to the traditions and culture in the time of their grandparents and even great-grandparents.
The communication will present many examples, properly substantiated these results.