Abstract

This article discusses the impact of entrepreneurship education in socioeconomically disadvantaged contexts, emphasizing its perceived dynamic nature in reflecting personal values, social changes, and cultural differences (Lackéus, 2015; Loi et al., 2022; Berglund et al., 2020; Berglund & Johansson, 2007). The focus is on the implementation of the Empreende Jovem Fluminense (EJF) Program for high school students in poor communities in Rio de Janeiro. The EJF had the support of school directors, the State Department of Education, and a non-governmental organization serving children and adolescents at risk. A case study using content analysis was conducted to analyze speeches from school principals, coordinators, students, teachers, parents/guardians, and NGO representatives. The study found that the main contribution of education for entrepreneurship in disadvantaged contexts was the development of non-cognitive skills that can impact academic performance and job market outcomes. The program’s location on university premises also broadened the educational perspectives of the participants. Overall, the EJF is believed to be highly beneficial for the professional development of its participants.

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