Aprendizagem ao longo da vida e empreendedorismo depois dos 50 anos : uma análise de empreendedores paraibanos no contexto pós-pandemia da covid-19

Abstract

The COVID-19 pandemic has created a wave of uncertainty in society with regard to the Brazilian economy, since the pandemic has brought a sudden halt to economic activities, generating a sharp downturn in the economy (RODRIGUES E GUIMARAES JUNIOR, 2021). With a high unemployment rate, the solution found by many people was to bet on entrepreneurship. Faced with the unemployment scenario, the over-50s have found the right time to become entrepreneurs; some in search of fulfilling their dreams and owning their own business and others out of necessity. We know that discussions on training, employment and unemployment are high on the international agenda. In this sense, it is notorious that we are always going through moments of lifelong learning, learning in all contexts: school, college, work, social interactions in the world in general (SITOE, 2006). Lifelong learning is a concept that is currently widely used in professional circles, although it does not have a concrete definition, according to Alheit and Dausien (2006). In this context, the aim of this research was to understand the lifelong learning practices being developed by Paraíba entrepreneurs over the age of 50 to develop the skills needed to continue undertaking in the aftermath of the COVID- 19 pandemic. In terms of methodology, this was a qualitative study, with data collected through oral history and analyzed through discourse analysis. It was noted that there is a direct link between the four fundamental pillars of lifelong learning and the theory presented by Rabaglio (2004) apud Lengler and Dalmau (2016), which deals with competencies as the grouping of CHA: knowledge, skill and attitude. Learning, relearning, recognizing oneself as a lifelong learner were some of the evidences exposed by the subjects of this study. In addition, it was identified that the aspects related to behavioral competencies are the factors that require the most effort to acquire, but add high results for all those involved in research in the field of entrepreneurship. The research provides support for researchers, teachers, managers and, above all, for entrepreneurs and future entrepreneurs, to have a better understanding of the entrepreneurial practices that generate the skills needed to remain entrepreneurial in a context of crisis and adversity, as well as showing how the four pillars of lifelong learning demonstrate how education encompasses much more than common sense imagines, thus corroborating UNESCO's objective.