Entrepreneurial orientations in curriculum policy: Between the discourse of entrepreneurship and the logic of entrepreneurialism

Entrepreneurship-as-Practice has advanced situated understandings of entrepreneuring but has paid limited attention to how policy texts shape entrepreneurial orientations prior to situated enactment. Drawing on a practice-based critical discourse perspective, I analyse Brazil's National Common Curricular Base (BNCC), the national curriculum framework for basic education. I argue that the BNCC speaks the language of entrepreneurship while its underlying logic aligns more closely with entrepreneurialism. The analysis identifies three discursive-normative moves: legitimating competence, action and problem-solving; defining performance and knowledge mobilisation as evidence of learning; and projecting work, life projects and future planning as horizons of schooling. I contribute to EaP by showing how policy texts legitimise some forms of agency while backgrounding structural, collective and socio-pedagogical conditions.