Purpose: This paper aims at analyzing the entrepreneurial education ecosystem of a Brazilian public teaching and research institution. Methodology: A case study was conducted at the Federal Center for Technological Education of Minas Gerais (CEFET-MG), according to the following stages: survey in 2017, participatory observation in 2018 and another survey in 2019. Findings: The analysis of the dimensions policies, structure, resources, actors and culture indicates the configuration of the main entrepreneurial education ecosystem components, and their possible consequences on the entrepreneurial attitude of students and professors. Results show that there is a need for educational processes institutionalization, which should include entrepreneurship in curriculum, co-curricular research activities, as well as for resources and structures. These factors can contribute to stakeholders’ engagement and to the entrepreneurship culture development. Theoretical/methodological contributions: We advance the understanding of entrepreneurial education ecosystems, by proposing methods triangulation for the application of our framework of analysis. In addition, this paper contributes to the analysis of a unique teaching and research institution, relevant for its institutional design and orientation towards technological education. Originality/value: This paper 1) identifies possible analytical and suggestions for intervention, based on the interactions of the Triple Helix, in order to develop entrepreneurial education ecosystems, thus advancing the literature, and 2) approaches the educational and research institution as unit of analysis itself (and not the territory), therefore demonstrating an alternative to traditional research in entrepreneurship ecosystems. Practical implications: We identify suggestions for decision-making on institutional policies and for increasing participation in actions in the territory, which can be put into practice to favor entrepreneurial education ecosystems of other institutions.

Resumo: A educação empreendedora pode transformar e criar pontes para futuros, por meio de soluções, metodologias, ferramentas e plataformas. A análise teórica realizada buscou responder como é possível promover a educação empreendedora nas instituições de ensino, permitindo o desenvolvimento de atitudes empreendedoras nos jovens para a vida. A educação empreendedora representa experiências de estratégias de aprendizagem que desenvolvem competências e habilidades empreendedoras, alavancando uma nova educação para os futuros. Na sequência, são apresentadas estratégias de aprendizagem que podem ser aplicadas por educadores para disseminar a educação empreendedora. Ao final, apresentamos e temos o desafio de preparar os jovens com atitudes empreendedoras para uma atuação positiva que seja transformadora para sua vida e para o mundo.

No abstract