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This paper presents an analysis of the reasons and motivations behind several educational figures in the constructing of hybrid methodologies through combinations based on entrepreneurship education as a method. A qualitative exploratory study wa s carried out, and data was collected through 19 semi-structured interviews. Data was analyzed through a discourse analysi s technique which made it possible to appreciate that hybrid methodologies are built as part of a contextualization process that seek s to apply correctly the methodologies concerned to the educator's culture, context, and even personal style present at the time. The understanding of the role that an educator's context plays in his or her choice of contents and teaching approaches could help to avoid biases and create transformational education practices. [ABSTRACT FROM AUTHOR]