<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582023000100068</article-id>
<article-id pub-id-type="doi">10.15359/ree.27-1.4</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Teacher Actions: The Influence on Entrepreneurial Behavioral Characteristics of Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ações do professor: a influência nas características comportamentais empreendedoras dos estudantes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bortoluzzi-Balconi]]></surname>
<given-names><![CDATA[Silvana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardoso-da Silva]]></surname>
<given-names><![CDATA[Deoclécio Junior]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Minello]]></surname>
<given-names><![CDATA[Italo Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias-Lopes]]></surname>
<given-names><![CDATA[Luis Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amaral]]></surname>
<given-names><![CDATA[Luciano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria Santa Maria ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Maria Santa Maria ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Santa Maria Santa Maria ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<numero>1</numero>
<fpage>68</fpage>
<lpage>91</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582023000100068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582023000100068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582023000100068&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  Este estudio tuvo como objetivo identificar las actividades desarrolladas por docentes de una institución pública de educación superior brasileña, con el propósito de analizar la influencia de estas actividades en las características de comportamiento emprendedor (CCE) de estudiantes de pregrado.  Metodología.  Se utilizó un enfoque mixto. El enfoque cuantitativo usó el instrumento de medición CCE (Mansfield et al., 1987), para el análisis jerárquico de procesos. Los CCE fueron priorizados a través de la percepción de 792 estudiantes. Y mediante el enfoque cualitativo, con uma guía de entrevista semiestructurada y análisis de contenido (Bardin, 2011) se identificaron las actividades desarrolladas por docentes que se caracterizaron como distintos en la percepción de estudiantes y su relación con los CCE.  Discusión.  Así, fue posible identificar que las actividades prácticas y actividades encaminadas a la autonomía estudiantil, dirigidas a la realidad, con correlaciones entre disciplinas y con participación interactiva, diálogo, ambiente favorable y aprendizaje a través de la experiencia, están siendo desarrolladas por este grupo de docentes y que son convergentes al desarrollo de las características de conducta empreendedora del estudiantado. También se encontró que la característica más evidente fue el compromiso.  Conclusiones.  Se puede concluir que la institución presenta un escenario promisorio para el desarrollo de la educación emprendedora, pero las actividades que actualmente se realizan en la institución no son eficientes ni suficientes, ya que al mismo tiempo que se comprobó la existencia de actividades emprendedoras, el estudiantado presentó algunos CCE insatisfactorios. Se sugiere un corte longitudinal para analizar las CCE y comprender mejor la evolución estudiantil con la inserción de estas prácticas en el aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Aims.  This study aimed to identify the activities teachers from a Brazilian public higher education institution developed to analyze how these activities influenced undergraduate students' entrepreneurial behavioral characteristics (EBCs).  Method.  The study applied a mixed method; the quantitative approach used the EBCs measurement instrument (Mansfield et al., 1987), analyzed with the Analytic Hierarchy Process (AHP), prioritizing the most important EBCs in the perception of 792 students. The qualitative approach implemented a semi-structured interview script and content analysis (Bardin, 2011). This approach identified the activities teachers developed and characterized as distinct according to students' perception and their relationship with the EBCs.  Discussion.  Thus, it was possible to identify that practical activities and those aimed at student autonomy, directed towards reality, with correlations between disciplines, and with interactive participation, dialogue, favorable environment and learning through experience, converge to developing the entrepreneurial characteristics of the students and are being carried out in the classroom. It was also found that commitment was the most evident characteristic.  Conclusions.  It can be concluded that the institution presents a promising scenario to develop entrepreneurial education. However, the activities currently carried out in the establishment are not efficient or sufficient since, at the same time, as the existence of entrepreneurial activities was proved, the students presented some unsatisfactory EBCs. Therefore, a longitudinal cut is suggested to analyze the EBCs and better understand the students' evolution with the insertion of these practices in the classroom.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Resumo  Objetivo.  O objetivo do presente estudo é identificar as atividades desenvolvidas pelos docentes de uma instituição de ensino superior pública brasileira, analisando a influência destas atividades sobre as características comportamentais empreendedoras (CCE) de estudantes de graduação.  Método.  Por meio de multimétodo, a abordagem quantitativa utilizou o instrumento de mensuração de CCE (Mansfield et al., 1987), analisado pela Análise Hierárquica de Processos (AHP), priorizou-se as CCE de maior importância na percepção de 792 acadêmicos. E, utilizando a abordagem qualitativa, com roteiro de entrevista semiestruturado e análise de conteúdo (Bardin, 2011), identificaram-se as atividades desenvolvidas por docentes caracterizados como ''distintos'' na percepção dos alunos e a sua relação com as CCE.  Discussão.  Dessa forma, foi possível identificar que atividades práticas e voltadas para autonomia do aluno, direcionadas para realidade, com correlações entre assuntos, e com participação interativa, diálogo, ambiente favorável, e aprendizagem por experiência estão convergentes com desenvolvimento de características comportamentais empreendedoras dos alunos e estão sendo realizadas em sala de aula. Verificou-se também que a característica mais evidente foi o comprometimento.  Conclusão.  Pode-se concluir que a instituição apresenta um cenário promissor para o desenvolvimento da educação empreendedora, porém, as atividades realizadas atualmente na instituição ainda não são eficientes ou suficientes, pois, ao mesmo tempo que se comprovou a existência de atividades empreendedoras, os alunos apresentaram algumas CCE pouco satisfatórias. Sugere-se realizar corte longitudinal para analisar as CCE e compreender melhor a evolução dos estudantes com a inserção dessas práticas em sala de aula.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Entrepreneurial behavior]]></kwd>
<kwd lng="en"><![CDATA[entrepreneurial behavioral characteristics]]></kwd>
<kwd lng="en"><![CDATA[innovative teaching practices]]></kwd>
<kwd lng="en"><![CDATA[entrepreneurial education]]></kwd>
<kwd lng="en"><![CDATA[public university]]></kwd>
<kwd lng="es"><![CDATA[Comportamiento emprendedor]]></kwd>
<kwd lng="es"><![CDATA[características de comportamiento emprendedor]]></kwd>
<kwd lng="es"><![CDATA[prácticas de enseñanza innovadoras]]></kwd>
<kwd lng="es"><![CDATA[educación emprendedora]]></kwd>
<kwd lng="es"><![CDATA[universidad pública]]></kwd>
<kwd lng="en"><![CDATA[Comportamento empreendedor]]></kwd>
<kwd lng="en"><![CDATA[características comportamentais empreendedoras]]></kwd>
<kwd lng="en"><![CDATA[práticas de ensino inovadoras]]></kwd>
<kwd lng="en"><![CDATA[educação empreendedora]]></kwd>
<kwd lng="en"><![CDATA[universidade pública]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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