Author(s): Luciana Padovez Cualheta
Entrepreneurship education is usually studied in the context of higher education. This paper seeks to contribute to entrepreneurship education theory by promoting a discussion about an often-underrepresented group in entrepreneurship education research - refugees. Based on an entrepreneurship course created for Venezuelan women refugee in Brazil, the author reflects on fundamental aspects needed for entrepreneurship education for refugees to achieve its desired goals. These aspects include the intentional use of technology, the role of peer-to-peer learning, the importance of the relationships between participants, instructors, and mentors. These relationships are viewed not merely as a pedagogical choice for the courses but also to help participants create networks, strengthen their self-esteem, and set more ambitious goals for their businesses. The background of the professor as a strategic choice and the use of seed money as ways of improving engagement were also discussed. Still, the paper reinforces that entrepreneurship education for refugees can have not only economic results, but also social and relational outcomes. It also provides practical guidance for implementing such programs, advocating for public policies that genuinely support refugee entrepreneurship education.