Educação financeira nos anos iniciais: uma proposta de sequência didática na perspectiva da educação inclusiva

Abstract

Providing pedagogical practices in Mathematical Education consistent with Inclusive Education is increasingly essential in the school environment. Likewise, this research has the purpose of discussing the pedagogical possibilities of a Didactic Sequence that contemplates Educação Financeira, from an inclusive perspective, in the early years of Ensino Fundamental. Therefore, the present study is inserted in the qualitative approach of educational research, configuring itself as a collaborative research. The theoretical referential thought to be based on studies on Inclusive Education, or Universal Pedagogical Design, Problem Solving and Financial Education. The proposal is also supported by studies alluding to the concept of mediation present in the Historical-Cultural Theory. Because it is a Professional Master, there is a requirement for the elaboration of an Educational Product, in case of research in evidence it will result in a didactic sequence. As central contents addressed in didactic material, we will have Educação Financeira, based on the Universal Pedagogical Design. The methodology chosen in Baseou was a collaborative research involving three professors. For data collection, we used interviews, photographic records, document analysis and questionnaires that were applied by the professors participating in the research, focusing on their training and their professional experiences. Then, they were held formative meetings that will deal with teaching practice, teaching strategies, didactic sequence and its construction. Our Educational Product was applied to a 4th year class of a municipal education network school, in the city of Natal/RN, located in the Eastern Zone, in the Upper City neighborhood. We understand that it purposefully fulfills its role of promoting or teaching Financial Education, with elements of Inclusive Education, focusing on social interaction through communication, and on the construction of a collective and collaborative mathematical knowledge. In addition, throughout the course of the research, I also sought to rethink the meaning of two materials used during the classroom and the pedagogical mediation in the school context.