Letramento em educação financeira: o trabalho coletivo de futuros professores de matemática

Abstract

This thesis aims to investigate evidence of awareness and emancipation in the joint labour of teaching-learning activity and planning of pedagogical practices on interest rates developed from the perspective of Literacy in Financial Education with undergraduates of the Mathematics degree course. In this sense, we discuss the foundations of the Theory of Objectification (TO), situate the learning of teaching to promote an emancipation of future mathematics teachers from the perspective of TO (Radford, 2016; 2017d; 2020a; 2021) and authors such as Moretti (2007) and Moretti and Radford (2015). We present some ideas on Financial Education studied nationally (Campos, 2020; Silva; Powell, 2013), we analyzed the recommendations of official documents such as ENEF (Brazil, 2010), PISA (OECD, 2012; 2018) and BNCC (Brazil, 2018), and elaborated, in counterpoint to these ideas, a definition for Financial Education based on the concepts of community ethics and emancipation proposed by TO. We highlight the concept of ideological literacy elaborated by Brian Street (2018), of Mathematical Literacy discussed by Gomes and Noronha (2015), and of Financial Literacy by the ideas of Sena (2017) that helped us in the definition of what we call, for the purposes of this thesis, Literacy in Financial Education. The method adopted is based on the Historical-Cultural Theory of Lev S. Vygotsky (1896-1934), allowing the analysis of the dialogical movement of human relations. Thus, we carried out a survey, through two questionnaires using the Google Forms tool, one to structure the profile of the participants and the conceptions about Financial Mathematics, Financial Education and Literacy of 16 future teachers of the Mathematics Degree Course, at the Regional University of Cariri (URCA), in the interior of Ceará, and another at the end, to evaluate the activity carried out by the participants. We developed a teaching-learning activity (TLA), in the methodological procedures of TO, according to the object-objectivestasks structure (Radford, 2015; 2021), consisting of 4 tasks distributed in 7 meetings and structured in three phases, namely, Introduction, Development of the TLA and Closure of the TLA. We used the multimodal analysis method (Radford, 2015; 2021) through participant observation, transcription and interpretation of the utterances from the video and audio recordings of the classes, and the printed worksheets delivered to the participants, which were digitized along with the lesson plans prepared by the groups of participants GX, GY and GZ. In this sense, we described and analyzed, frame by frame the videos of the 6 chosen episodes, the salient segments. The results indicate that, through the speeches, pauses, hesitations and gestures of the participants engaged in the activity, which showed signs of awareness and emancipation through the understanding of financial education based on social and political contexts, in the construction of a critical view of financial issues through joint labour in the teaching-learning process, in the resignification of teaching practices, as well as in the updating of mathematical and didactic-pedagogical knowledge of future teachers, which are necessary to teach mathematics, through the learning of the teaching activity, having as its main foundation the collective, responsible, commitment and care work with the other.