EMPREENDEDORISMO E AMBIENTES DE INOVAÇÃO NO IFAC - CAMPUS RIO BRANCO: IMPACTOS NA FORMAÇÃO E DESENVOLVIMENTO DOS ALUNOS DO EIXO TECONOLÓGICO GESTÃO E NEGÓCIOS

Abstract

This research analyzed the contributions of teaching Entrepreneurship courses and practicing in innovation environments at the Federal Institute of Acre – Rio Branco Campus – to the education and development of students enrolled in programs within the technological axis of Management and Business: Logistics Technology, Post-Secondary Technical Course in Administration, and Bachelor’s Degree in Administration. The study was part of Research Line 2 – Organization and Memories of Pedagogical Spaces, Macro-project 6 – Organization of Pedagogical Spaces in VET (Vocational Education and Training), and its general objective was to analyze how the Entrepreneurship discipline and innovation environments influence students’ critical thinking and professional education. Regarding the methodology, the research was characterized as bibliographic, documentary, and survey-based. Data collection was conducted through documentary analysis of the Course Pedagogical Projects (PPCs) and the syllabi of Entrepreneurship courses, as well as the application of structured questionnaires organized into thematic blocks directed to teachers, students, coordinators, and graduates. Quantitative data were subjected to descriptive analysis, while qualitative data were examined through content analysis. The results showed that IFAC adopts a common knowledge base in the analyzed disciplines, differing in terms of depth, period of course offering, and standardization of bibliographic references. It was also found that the incubator presents relevant educational potential, although it faces challenges related to pedagogical integration. Teachers pointed out a gap between pedagogical intentions and institutional support, while graduates highlighted the role of the discipline in fostering entrepreneurial awareness. Active students, in turn, indicated the need to strengthen the articulation between theory and practice. It is concluded that entrepreneurial education, in the investigated context, presents a territorialized character, considering the logistical challenges of Brazil’s Northern Region and the commercial limitations of Rio Branco. The results also point to the need for curricular revision, infrastructure improvement, and institutionalization of entrepreneurial practices in order to strengthen professional education and the integration between teaching, innovation, and regional development.