**4. Results**

**2.3. How was it done?**

148 Socialization - A Multidimensional Perspective

development of the projects.

replicated annually.

The topics chosen by teachers to work with the projects were:

black seal containing dietary information.

won, they received an award, like a teddy.

with recycled and reused materials.

they are used in daily life.

from the participant courses.

had a qualitative, descriptive design.

number of students.

**3. Method**

First, it was realized that teachers in the participant schools would have to be trained in economic and financial concepts, entrepreneurial skills, and interdisciplinary project methodology. As a part of this, teachers formulated their projects into interdisciplinary teams. The projects were then communicated to students and a tutor assisted the teachers in the

• "Radio: New Generation," a radio station that was transmitted at recess and lunchtime; students broadcast news, music, and interviews of interest to them. The project will be

• "Healthy diet," where students became familiar with the meaning of healthy food using samples of healthy snacks. In addition, students were made aware of the new law regarding black seals in commercialized food. This law indicates that food that contains more than recommended amounts of calories, saturated fat, sodium, and sugar must have a

• "Entertain your recess," a project that consisted of game stands made from recycled materials, for example: throwing jars with a ball. Students from other courses paid to use it; if they

• "3Rs" (Reduce, Recycle, and Reuse), a project that taught students how to make objects

• "Solidarity cooperative," a project whose main objective was to create a solidarity cooperative, which has a common fund to buy tools and elements that children can use in classes. • "City," a project that created a small city in the classroom with about 1,50 meter stands that represented different city services such as a bank, taxi service, bakery, and drugstore, among others. In this city, children could learn economic and financial concepts and how

The development and results of projects were presented in an exhibition by teachers and a

Finally, an evaluation of the experience through a focus group was realized with students

The methodology used to evaluate the students' experience from the 123 emprender program

It was a convenience sample of 48 students from participant schools, made up of six focus groups with eight students in each group; the participant students were randomly selected. Focus group topics were related to the experience of students in the program, who were asked Based on a qualitative analysis of the information collected, in the dendrogram (**Figure 1**) it is possible to observe, in the first instance, a dichotomous classification referring to the experience of students who are attending the second or third school cycle in the "123 emprender" program.

At first, considering the experience of the "123 entrepreneurship" program, it possible to identify some positive aspects such as the development of learning and future discourses. In relation to the development of learning, students identify the acquisition of concepts related to economic and financial literacy, such as savings, budgeting, planning, compare prices, and money. "We learn how to compare prices before we buy" and "We learn financial language." In addition, they identify the acquisition of mathematically logical concepts, which were used for the development of the project; these included addition, subtraction, division, multiplication, interpretation of graphics, and others. "We saw percentages, graphics, and charts in mathematics class" and "We learn how to calculate a discount."

**Figure 1.** Dendrogram.

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

Despite the fact that the majority of the participants valued positively the experience of the program, Some students could identified certain negative characteristics and evaluations, in relation to learning, could be inferred than students do not incorporate contents referred to the project. "I do not know I didn't learn anything." It possible observe than some students have a conceptual understand, but are not be able to apply it. "I'm not sure how to do the exercise" (referring to the calculation of a percentage of discount). Regarding to learning of values some students do not identify any value in the contents reviewed and developed in the project, not being able to identifying or useless to learn. "We didn't learn anything but it

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

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There was a lack of involvement with some of the participants' significant connections with others, such as lack of family and school support, lack of commitment and involvement of peers, and, finally, the individualism of certain peers, who considered the project competitive, especially during project development. "My mom told me to do it alone" and "They don't care

Finally, there were some who experienced participation in the program as negative; the predominant emotion in this case was stress. Participants considered the activities as boring and

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 recom-

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 manage-

even showed indifference to them. "I don't care" and "It was boring."

mended activities, for example, the learning pyramid.

was fun."

about our project."

**5. Conclusions**

ment of money [19].

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.)

Despite the fact that the majority of the participants valued positively the experience of the program, Some students could identified certain negative characteristics and evaluations, in relation to learning, could be inferred than students do not incorporate contents referred to the project. "I do not know I didn't learn anything." It possible observe than some students have a conceptual understand, but are not be able to apply it. "I'm not sure how to do the exercise" (referring to the calculation of a percentage of discount). Regarding to learning of values some students do not identify any value in the contents reviewed and developed in the project, not being able to identifying or useless to learn. "We didn't learn anything but it was fun."

There was a lack of involvement with some of the participants' significant connections with others, such as lack of family and school support, lack of commitment and involvement of peers, and, finally, the individualism of certain peers, who considered the project competitive, especially during project development. "My mom told me to do it alone" and "They don't care about our project."

Finally, there were some who experienced participation in the program as negative; the predominant emotion in this case was stress. Participants considered the activities as boring and even showed indifference to them. "I don't care" and "It was boring."
