Educação financeira e o contexto escolar do estudante no ensino fundamental II

Abstract

In analyzing the textbooks of Elementary Education, we realize that the content of Financial Mathematics is little mentioned. However the Commercial / Financial Mathematics, percentage, monetary system and exchange are contents that have already been contemplated since the first Santa Catarina Curricular Proposal. In the National Curricular Common Base (BNCC) recommendation, in each of the 9 years that students attend Elementary School I and II, there are Financial Education indicators which can contribute to the development of financial mathematics skills. Since financial education is a transversal theme, it is necessary to prepare and stimulate teachers to explore these contents, bringing them to the reality of the students. Regarding education levels, we observed that Financial Education is mentioned less intensely in the 6th, 7th and 8th years, for this reason we chose the 8th year to insert Financial Education as a complement content to develop a culture of planning, saving and consumption conscious. We approach basic concepts of Financial Education, which goes beyond Financial Mathematics, with the purpose of assisting students in the administration of their income, their savings and investment decisions, consumption consciously and the correct destination of the garbage produced. The activities were carried out with students from a public school in the municipality of Chapecó - SC. After carrying out the activities we can conclude that it was possible to awaken and provide in the student with curiosity and, consequently, a better understanding of the content, and this is the main objective achieved.