A implantação da disciplina de educação financeira no ensino médio público paranaense e seu reflexo no consumidor de baixa renda

Abstract

Through the curricularization of financial education in Basic Education, the aim is for consumers to improve their financial decision-making capacity. In this sense, financial education is a formative element against bad financial decisions. Thus, this study aims to understand how the curricularization of financial education in public high school in Paraná is reflected in the consumption behavior of low-income students. Specifically, the aim is to i) highlight the profile of the respondents; ii) understand the policy for including the curricularization of financial education in public secondary education in the State of Paraná; iii) identify the effects of the curricularization of financial education on the financial well-being of low-income consumers. Methodologically, a qualitative, exploratory study was carried out using the case study method. The collection instruments used were document analysis and semi structured interviews. Fifteen interviews were carried out, eleven with students and four with teachers who experience the teaching-learning process of financial education in public high school in the State of Paraná. As an analysis technique, triangulation was applied between the information collected from documents that guide the curricularization of financial education in the context of public education in Paraná, the perceptions of students and teachers inserted in the same educational context and the preponderant literature exposed in the theoretical framework. The main findings of this study include the following points: teachers who teach financial education do not consider themselves fully prepared to teach it; students have a positive perception about financial education teaching; teachers consider that financial education classes have little impact on students’ consumption behavior; there is a reflection of the curricularization of financial education on the consumption behavior of low-income students, however, in the teachers' view, this reflection when compared to the students' perception, they are more shy; it is necessary for the teaching sponsor to offer in-depth training for teachers to teach the subject of financial education; the support material – slides – provided by the teaching sponsor must be improved. Furthermore, the limitations of the study and suggestions for future research are also highlighted.