Emoções, motivação e relações dialógicas no ensino do empreendedorismo: implicações para a aprendizagem no Ensino Secundário Geral moçambicano.

Abstract

Entrepreneurship education in Mozambican General Secondary Education has been conceived as a strategy for fostering students’ autonomy, initiative, and social participation. However, tensions persist between curricular intentions and the effective learning processes, which can be understood, among other factors, through the emotional, motivational, and relational dimensions of the pedagogical context. In this sense, this article aims to analyze how emotions and motivation, constituted within dialogical relationships between teachers and students, affect entrepreneurship learning in Mozambican General Secondary Education. Methodologically, the study adopts a qualitative approach of a theoretical and reflective nature, grounded in a narrative literature review and in autoethnographic memories related to the author’s academic trajectory. The theoretical framework articulates contributions from Cultural-Historical Psychology, particularly the understanding of the inseparability between affect and cognition, studies on emotions and motivation, as well as models of entrepreneurial competencies. The analysis indicates that emotions and motivation play a structuring role in entrepreneurship teaching and learning processes, influencing students’ engagement, the meanings attributed to pedagogical activities, and the development of entrepreneurial competencies. It is concluded that pedagogical practices grounded in dialogical relationships and emotionally meaningful experiences tend to enhance learning, highlighting the need for educational approaches that recognize affective dimensions as constitutive elements of entrepreneurial education.