The educational reform of high school in Brazil, implemented in 2017, aimed to offer more flexibility of content and better connection to the job market in line with the needs and desires of students. To accomplish this, a common core curriculum was established in order to contemplate a flexible part, in which young people can deepen their knowledge according to their interests through formative itineraries, and the essential knowledge foreseen in the common part of the curriculum. The formative itineraries are articulated with four structuring axes: scientific research, mediation and sociocultural intervention, creative processes, and entrepreneurship (Brasil, 2017; Brasil, 2018). One of the central challenges for the success of the reform is to ensure that teachers are able to teach the new content included in the curriculum, especially those that are not part of their initial training. Brazil is a federation of 27 states that have the autonomy to implement the reform. This paper focuses on the partnership established between a public university, represented by one of its departments, and the basic education secretariat of the state of Rio de Janeiro to prepare teachers to teach entrepreneurship education. The state of Rio has 1,189 public high schools, serving 441,169 students and 43,631 teachers, of whom 97.1% have completed higher education, but have no previous training on entrepreneurship (INEP, 2022). In Brazil, it is common for partnerships between universities and schools (represented by their education secretariats) to be discontinued with changes in government, which occur every four years, or in priorities, challenging the sustainability of teacher training initiatives carried out through partnerships. Thus, this paper discusses the strategies used to ensure the sustainability of the partnership over time to complete the teacher training cycle. As well as to structure a community of practice of entrepreneurship teachers within the state of Rio de Janeiro with the capability to support the training of new teachers as well as to develop new educational materials and disseminate entrepreneurship related content throughout the network.

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