Educação financeira: uma proposta para uma formação crítica

Abstract

Critical Mathematics Education and Financial Education have been highlighted as frequent themes in research in Mathematics Education, both propose reflections on the contents of Mathematics in Basic Education and their forms of presentation in the classroom. Thus, this research emerged from a concern with the themes present in the Teaching of Mathematics and with the perception of a dichotomy between the mathematics taught in the classroom and that used in everyday life. In view of this, it was possible to perceive that Financial Education gains a prominent role by promoting financial literacy through an awareness of finance. In this work, we will discuss how the teaching of Financial Education can benefit from the ideas of Critical Mathematics Education and we will present an account of an intervention in the classroom on Financial Education, inspired by the investigation scenarios proposed by Skovsmose (2000), with a sequence of three activities on purchasing methods. In this way, we seek to answer the following focus question: What reflections are produced by high school students, throughout the application of a sequence of activities, which provide scenarios for investigation involving Financial Education? The students participating in the research had theirbackgrounds It isforegrounds investigated through dialogues and activities developed during all classes of the elective discipline on Financial Education, in a public high school, which was the setting for this research.