This article presents partial results of a Brazilian entrepreneurial education project named Minds of the Future. This project is aimed at low-income high school students from public schools in the city of Juiz de Fora, Minas Gerais State. Developed through a collaboration between Federal University of Juiz de Fora and Minas Gerais Education Departament, the project aims to contribute for a transformative education, focused on training young people to cope with new life realities, social relationships, and work through the stimulation of critical, creative, technological and entrepreneurial thinking.

This project is justified both by the need for young people's engagement in the rapid advances in systems and data automation and by the educational reality of the country, which has a high dropout rate during the transition between elementary and high school.

The proposed approach to knowledge transfer and sharing is STEAM. In the first stage, Lego® Education robotics materials were used, which combine Lego® construction elements and intuitive programming language in a 12-hour module of lessons and playful activities offered to 92 students distributed in four classes during the first semester of 2024. This and other modules involving 3D modeling, soft skills, financial education and sustainable development will be offered in the second semester of 2024. The project includes professors form different areas and 12 scholarship holders from different undergraduate courses at the Federal University of Juiz de Fora - physics, engineering, business administration, accounting, law, nutrition, and pedagogy.- who acted as facilitators during the classes and activities developed: To evaluate the effects of this first stage, a quantitative data collection methodology was applied. A structured questionnaire based on the Likert scale was used, administered at two different times: in the first week of the project and at the last. The questionnaire covered various dimensions, including quality and relationships in the school environment; preparation and support for the future; competence and comfort with technology, among others. The responses from 51 students were analyzed to identify variations in perceptions and skills regarding the course and the methodology used.

The results of the research with the students, collected before and after participating in the Minds of the Future project, revealed significant changes in several areas. Students' relationships with teachers improved by 13.7 percentage points, rising from 64.7% to 78.4%. The perception of skills to solve technical problems using technology increased by 9.8 percentage points. Preparation to face job market challenges increased by 7.8 percentage points, and the perception of school support in future choices grew by 5.9 percentage points. Confidence in career choice rose by 2.0 percentage points. Overall, 96.1% of the students indicated having learned new concepts and skills in robotics and programming, 94.1% reported increased interest in technology, 78.4% felt more confident in using advanced technologies, 88.2% highlighted the development of critical thinking skills, and 70.6% believe the project will have a positive impact on their school performance. These results indicate a positive impact of the project on various student perceptions and skills.

Keywords: Innovative education, technology, entrepreneurial education.