Aprendizagem experiencial e uso de modelos de negócio no cenário educacional: da bibliometria à metassíntese
DOI:
https://doi.org/10.14571/brajets.v19.n1.365-391Palavras-chave:
Aprendizagem Experiencial, Modelos de Negócio, Instituições de ensino, Estudo bibliométrico, MetassínteseResumo
Dadas as exigências educacionais e de mercado, as instituições de ensino têm abarcado a Aprendizagem Experiencial (AE) em seus espaços, especialmente as áreas das ciências sociais aplicadas, e utilizado a abordagem de Modelos de Negócios (MNs) como instrumento complementar. Para tanto, este artigo teve como objetivo mapear a conjuntura teórica dos estudos sobre AE e MN e metasintetizar as investigações qualitativas, destacando os principais eixos das atividades experienciais realizadas nas instituições de ensino e propondo uma agenda de pesquisa. Como propositura metodológica, esta pesquisa se configura na aplicação de dois métodos, o Bibliométrico, na base Scopus, e a Metassíntese, conduzida mediante as bases Scopus, Web Of Science Sage Journals, Wiley Online Library e Oxford Journals. Ambos os métodos foram aplicados sem recorte temporal, em consonância com os pressupostos propostos por Prado et al. (2016) e Hoon (2013), respectivamente. Os resultados apontam uma tendência significativa de produção científica, autores relevantes e termos de destaque na área. Foram identificados quatro eixos principais de atuação da AE e MNs: Empreendedorismo, Sustentabilidade, Ciberespaço Acadêmico e Mentoria Estudantil. Tais eixos apresentam perspectivas voltadas tanto para o contexto ontológico quanto prático de atuação da AE relacionado aos MNs. Conclui-se que o campo científico da AE e MNs é promissor e observa-se perspectivas de análises futuras do cenário.
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