**5. Conclusions**

In addition, participants identifying the development of values learning focused on valuing knowledge and learning about economics. "It's important to learn how to take care of money." Also, through the planning and execution of the project the students gave value to the importance of communicating, referred to the relevance of effectively communicating, were tolerant, and knew how to listen to and transmit information. "We learn to listen to oth-

According to the participants, behavioral learning emphasizes financial planning, the acquisition of new practices of using money, and favorable practices of saving, for example, there was an increase in students who actually save and have the ability to manage a business, mainly by collaborating in the administration of family businesses. "There are many children who previously did not save and now they do" and "To compare sales on shops in downtown." Considering the planning, development, and execution of an entrepreneurship, through the methodology of interdisciplinary classroom projects, students can work and develop many competences related to teamwork, communication, and responsibility. "The course worked as a team." Also, in relation to learning, the students' tendency for future declarations is observed, mainly linked to the support of a family business. Through the developed and acquired tools, the participants feel able to collaborate and/or take charge of a family business. "My mom has a Christmas decoration business, and now I will be able to help her." In relation to this, with the knowledge and skills base acquired, they also feel capable of developing an entrepreneurship. "I want to be a veterinarian and open my own pet clinic." Likewise, by increasing their participation as economic citizens, through the learnings of the project, they can prevent future bad financial practices. "It is interesting to learn about money and thus not make a mistake in the future." The development of the project had an impact on the social bonding of students with various actors in their environment. An important element of this was their families, for example, reverse resocialization, where they can transfer knowledge to members of their family, such as parents and grandparents, favoring certain positive financial practices and highlighting the usefulness of the new knowledge acquired. "I told my grandmother that the bottles she will not use can be used as flower pots" and "When I go shopping with my mom, I tell her not to buy without checking the price in other stores." On the other hand, students identify union between peers and classmates, by working together using the skills they have developed. "We come together more as a course." Different emotions were experienced by the participants of the project; they described it as a fun, entertaining, cool, and incredible experience. They felt rewarded when observing the impact and results of a project of which they were a part and emphasized this emotion by referring to the program as a pleasant and beautiful, fantastic experience. "It was fun" and "It was really cool." Although the participants valued the initiative and development of the program, they suggested improvements could be incorporated in future versions. For example, the project should be allowed to develop over a longer period of time, and while it was accessible, there should be more physical space for the planning and execution of the project, the participation of the establishment involving other courses should be increased, and, finally, to generate impact in other establishments, there should be diffusion and promotion of the developed projects. "I feel it was a short time and I would have liked it to last longer" and "Get together with other schools to tell them to eat healthily." (The topic of this project was healthy diet.)

ers" and "We listen to others' opinions."

150 Socialization - A Multidimensional Perspective

There is generally a positive assessment of the program, but it is important to consider negative assessments, especially if improvements in the development of new versions are included.

The students emphasized the playful way of acquiring new knowledge and recognized in large part the effectiveness of this, since various means are used to facilitate learning, including reading, debating, planning, teaching, creating, and developing, among other recommended activities, for example, the learning pyramid.

Participation in programs focused on acquiring and developing knowledge, in this case, financial literacy, and focused on work with entrepreneurial skills, which could generate greater self-confidence, motivation for achievement, and projection both personally and professionally. The ability to work in a team, the responsibility and development of diverse traits and/or styles of leadership, in addition to the link with students' peers, the environment, and the generation of networks, applicable and useful both now and in the future, strengthen the development of economic world comprehension and entrepreneurial skills by bringing out the necessary implementation of this kind of program in formal education. In Chile, economic education is precarious, is developing on 20 or 22 weeks in the 12 years of formal education (contents like, economic market, limited resources and unlimited needs, some bank instruments), and does not exist programmatic axes which organize the dispersed topics in the different subjects [8]. Also, the lack of a pedagogical model of economic education for guidance and organization is demonstrated. Economic education is more like an isolated instructional recommendation, which cannot effectively handle the world of consumption and management of money [19].

It is important to consider that even when some students did not experience the achievement of incorporation of the contents, it was possible to observe a gradual incorporation of these, where some achieved an attitude and behavioral change. However, one should not ignore the incorporation of technical language, values, and content, because these could be the first step to develop significant learnings, considering the necessary training and construction of a systemic vision of the economic–social model in which they are placed and the acquisition of competences for the achievement of critical, reflexive, and socially responsible consumption[20].

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[3] Organization for Economic Co-operation and Development (OECD). *Recommendation on Principles and Good Practices for Financial Education and Awareness*. OECD Publishing,

[4] OECD/INFE, Women and Financial Literacy: OECD/INFE Evidence, Survey and Policy Responses, 2013. Available from: http://www.oecd.org/daf/fin/financialedu-

[5] Commonwealth Bank Foundation (CBF). *Australian and Financial Literacy.* Sydney:

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It is also possible to consider how the teachers described the objectives of the project, how these were to be worked, and the learning involved, because some children may not recognize as learning the incorporation of skills such as teamwork, leadership, self-confidence, and problem solving, among others; however, this could be achieved by incorporating an interview with the teachers, which could be included in future versions of the program.

Finally, it is important to mention than this project provides a first approach to interdisciplinary projects related to entrepreneurship topics, and allows continual research into its importance and how it is possible teach this important topic in schools. For the future, projects should consider further teacher training on issues such as conflict resolution, objectives planning and setting, curricular adaptation, and "soft skills."
