**1. Introduction**

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 market [2].

consumption profile could impact not only in an individual way but also in a familiar way

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

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

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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 real-

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,

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

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 opportuni-

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

ized with social, educational even environmental purposes, among other [9].

taking into account the opportunities being offered by the environment [10].

as well as socially [8].

**1.2. Entrepreneurship**

skills that could help to develop it.

ties to vulnerable students [12].

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 is:

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

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

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

#### **1.1. Tweens population**

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 consumption profile could impact not only in an individual way but also in a familiar way as well as socially [8].
