A educação financeira e suas aplicações nos anos finais do ensino fundamental : diálagos e reflexões entre professores em contínua formação

Abstract

This Course Conclusion Paper arose from the concern with the reality that marks the planning and understanding of young people and adolescents in relation to financial education, where young people who have just entered the job market make up high default rates. As a way of reacting to this reality, an alternative found was to analyze what the National Common Curricular Base (BNCC) proposes for Financial Mathematics classes and to identify similarities between its proposals and teaching practices in a municipal public school in Bagé /RS. To this end, a qualitative research was carried out, using questionnaires as a technique for producing data answered by four elementary school mathematics teachers - final years of the school studied. It was intended in this research process to understand how the teachers accepted the guidelines of the BNCC and the challenges and possibilities coming from it. Afterwards, a short training course was given to collaborating teachers (extension), based on workshops related to the theme and based on the results of the exploratory research. This proposal chained and deepened the research, reiterating dialogues that allowed problematizing, reflecting and discussing the actions that comprise the teaching and training of Basic Education teachers who work with Financial Mathematics in the final grades of Elementary School, in the municipal education network of Bagé. It was understood by the research, made possible by the extension, that the approximations between the school and the university proliferate meanings in the professional performance of those involved, expanding the discussions around the theme and weaving relationships with the possible methodological paths to work in Financial Education. It was verified by the investigation, that the teachers already work making some connections between the Financial Mathematics and what is proposed in the BNCC, however, the training moments promote dialogues and learning and expand the possibilities of planning activities related to the theme that contribute with the formation of the student as a citizen.