Abstract:

This article aims to contribute to broadening the understanding of how Metacognition supports the strategies developed by Entrepreneurship Education through its interaction with the principles of Projects Methodology, in addition to exploring the relationships of synergy among these fields of study. It is a review of literature on the themes addressed here and their suitability to the reality of education in Brazil. The starting point was the results of the survey about the conceptual and methodological bases of pedagogical proposal called Entrepreneurship Education. Similarities and differences among this type of educational approach, the Projects Methodology and Youth Protagonism were highlighted. There was also a contribution to the establishment of a theoretical framework for Entrepreneurship Education so that it could be recognized as a consistent methodological approach to basic education, particularly for scientific-technological training courses. It has been shown that the structure of classes that favors the generation of entrepreneurial attitudes in students, as desired, is different from the traditionally used in other courses. The appropriated approach for this type of education is the Projects Methodology because it allows for greater interaction between teachers and students, creating a favorable environment for students to build and manage their own knowledge. This methodology generates conditions for students to develop creativity, fitness planning and execution of tasks, and the ability to build new knowledge from old ones. Recent investigations demonstrate that these capabilities belong to the field of metacognition and are factors shared by Entrepreneurship Education and the Projects Methodology. They also show that the process of teaching and learning becomes more efficient in that the students realize the real meaning of the object of study. If the content viewed by students is meaningful to him, so he engages satisfactorily in their study favoring a better self-awareness of their mental processes and more effective management of the same. Metacognition, in special related to the entrepreneurial perspective, is associated with knowledge management and self-knowledge. Self-knowledge in the fields of thought, learning, problem solving and decision making, are skills inherent to entrepreneurial activity, as well as metacognitive skills of planning, executing and monitoring tasks are responsible for formulating the set of available alternatives from which the entrepreneur takes its decisions. Effective management thereof, facilitates and encourages self-reflection and the understanding and control of his own cognition. This study addresses the linkages between areas mentioned explaining the relations of synergy between them. It will be highlighted factors common among them, such as knowledge management, capacity of planning, resource allocation, monitoring and execution of tasks, besides capacity of discernment and judgment. The first proposal is to study how metacognition skills are correlated with abilities developed in students through Projects Methodology in the Entrepreneurship Education. The second proposal is that Entrepreneurship Education becomes a discipline introduced in the curricula of technical courses as a way to give real meaning to student learning, preparing them for the world of work and to the continuity of studies.

Keywords:

Entrepreneurship Education, Projects Methodology, Metacognition.