**1.2. Entrepreneurship**

**1. Introduction**

142 Socialization - A Multidimensional Perspective

market [2].

is:

In societies today, economic and financial literacy skills and the incorporation of entrepreneurial skills are ever more relevant. As a result, around the world programs of financial and entrepreneurial education from elementary school to universities are being developed [1]. The aim of this is to develop entrepreneurial skills, such as persistence, creativity, and proactivity, tools that are becoming increasingly relevant in today's labor

The definition of financial education is based on conceptualization from the Organization for Economic Cooperation and Development (OECD), plus three significant terms included by the Advisory Committee for Financial Inclusion, in charge of the National Financial Education Strategy: life cycle, attitudes, and welfare related not only to individual welfare but also to social interaction. In this way, the definition of financial education for the general population

"Process by the people, throughout their life cycle, to improve their comprehension of the financial world, concepts, and risks and, through information, education, and objective assessment, to develop skills, attitudes, and trust to become more aware of financial risks and opportunities, to make informed decisions, to know where to ask for help, and to take any

In this manner, the definition seeks to realize that financial education has to be implemented taking into consideration the decisions that are made during the different stages of life, and

That is why financial education is in an operational way a means to achieving economic and financial literacy. Understanding the combination of economic and financial knowledge, skills, and attitudes provides people with the tools to understand the economic world, to interpret events directly or indirectly, and make correct and informed judgments that allow effective decision making to determine consumer habits, use of money, and the efficient use

Research has shown that 10 to 11 year olds have consolidated cognitive skills, relative autonomy, progressive interest in the social world, and an increased susceptibility to peer influence and mass media. At this stage of life especially, interest is focused on the strategies of economic and financial education. One particular impact at this stage of life is strategic, because for their own characteristics are three types of market: a present market, detailing all the income they manage and the high level of autonomy they have when making decisions about consumption; a future market, because at that age they are establishing attitudes and consumer patterns, which can remain throughout youth and into adult life; and an influence market, which is the impact they have when making common decisions regarding consumption. Therefore, the achievement of a responsible, informed, and efficient

effective action to improve their welfare and the welfare of society."

not just as an adult or a consumer [3, 4].

of credit now and in the future [5–7].

**1.1. Tweens population**

In addition to economic literacy, as mentioned before, entrepreneurial skills have become ever more relevant. Be able to became with something new with a different purpose, being with frequency obtain money the reward is understanding like entrepreneurship, without to be a need condition to refers to a business entrepreneurship, because a lot of activities are realized with social, educational even environmental purposes, among other [9].

In this sense, an entrepreneur is a person who has skills that are different from other people's. Entrepreneurs can generate innovative ideas and put them into practice, taking account of the risks involved, using support networks and generating successful entrepreneurship, which are all relevant to their own interests and to society in general. They are able to be persistent and have confidence in themselves, and in them own abilities on face of failure. These skills complement the approach of financial education from the OECD, considering in an implied way the abilities of creativity, flexibility, self-confidence, risk, and tolerance to uncertainty, which are currently necessary to enter the working world and contribute to a greater overall perspective, taking into account the opportunities being offered by the environment [10].

Entrepreneurs are no longer considered as bearers and makers of individual interests, but rather as protagonists of a public interest, which not only depends on material progress, but also on the social solidarity of our time, which currently overlooks winning the fight against discrimination [11]. This important task is needed in our society along with the teaching of skills that could help to develop it.

From a psychological perspective, we can define entrepreneur behavior as multidimensional, considering social, environmental, personal, and cognitive factors. Social factors are related to socioeconomic status, education, family, culture, and laws from the country of origin. Personal factors consider skills related to emotional intelligence such as innovation, autonomy, and risk management. Finally, cognitive factors are intelligence, critical thinking, and creativity. While social environmental factors cannot be controlled, personal and cognitive ones can be developed through training, education, and projects, which provide opportunities to vulnerable students [12].

It is understood that the teaching of entrepreneurship should be included in education systems from the beginning as a new approach to training and basic skills. At certain levels it should be considered as a transversal and horizontal facet, which is assisted by an education methodology in accordance with the achievement of expected learning objectives, and, at other levels, it should be established as a concrete subject [13]. It is also true that education should always present the promotion of personal attributes, which are the basis of entrepreneurial spirit, such as creativity, initiative, responsibility, risk management, and independence or work autonomy. This kind of attitude could be taught from elementary school stage and should impart knowledge through an active learning process. For all of the above reasons it is relevant that schools accept responsibility for teaching deliberate and comprehensive entrepreneurial education with the objective of developing entrepreneurial knowledge, attitude, values, and behaviors in children, enabling them able to reach adulthood with the ability to manage their own and other people's resources wisely and responsibly [14].

Before starting a project in the classroom it is important to establish a general sequence of main objectives, contents, and activities, which should orient the students' learning process, and should be sufficiently flexible to accept specific suggestions and areas of interest from the students. Here, the teacher's or teachers team's role should be similar to an "orchestra direc-

Entrepreneurship and Interdisciplinary School Projects of Vulnerable Students in Santiago de…

http://dx.doi.org/10.5772/intechopen.74088

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This phase focuses on organizing the interdisciplinary work team (teachers who are teaching in the selected course and assigning time to the work team in planning activities), its consolidation, and the formulation of the project to be carried out together. The ideal is not more than four subjects or subsectors because it could be more difficult to coordinate interest and

• Justification of the relevance of the project for both teachers and students and the link with

• Formulation of objectives and selection of curricular contents, which should incorporate conceptual, procedural, and attitudinal objectives expressed in expected learning.

• Justification of the project, considering its importance from a teaching and student

• The formation of the work team ("partnership) of teachers and the central topic.

Finally, the format of the basic project formulation document should have at least:

tor" or "general manager" of the project [19].

There exist three main phases of development:

Examples of activities to develop this stage are:

• Selection of activities and timing. • Design of evaluation strategies.

• Involved subsectors or subjects.

• Central activities to develop the project.

• Evaluation strategies and expected products.

• A topic and title.

perspective.

• Contents.

• A timeline.

• Expected learning.

the profile of the students and mission of the school.

**1.** Project formulation.

**3.** Evaluation [17].

1. Project formulation

common working spaces.

**2.** Implementation and execution.

What are the phases needed to develop an interdisciplinary project?

In elementary school, the development of entrepreneurial spirit is achieved through the inclusion of curricular elements in two areas: social sciences (core subjects) and social values (specific subjects). The first element, core subjects, encourages the development of both individuals and teamwork, as well as the essential element of the learning process and the responsibility of studying, for example, self-confidence, critical sense, individual initiative, curiosity, interest and creativity in learning, and entrepreneurial spirit [15].

Quite often practical entrepreneurship experiences include very precise guidelines to enable teachers to fit into the curricula of particular subjects (civic education, social sciences, integrated research projects, business, and entrepreneurship), or for their development in hours of tutoring. This strategy significantly facilitates the level of implementation of certain initiatives as it develops during school hours [15].

The concept of entrepreneurial skills implies not only having knowledge and skills, but also defining the importance of an individual's independence and creative capital. Training for the competitive world of entrepreneurship implies surpassing the mere definition of performance. It is necessary that individuals generate other projects, new hopes for themselves, and other competences [16].
