Educação financeira: uma proposta didática explorando ambientes de aprendizagem à luz da matemática crítica

Abstract

In this paper is related a didactic sequence for the Financial Education study, under view the Critical Mathematic Education, identifying learning environment in these activities. It is constituted in a propositive qualitative research with production of a script to propose a didactic sequence that could be applied in high school, regardless of grade. However, The New High School is referred to for this work, because with its implementation, the student has the option to choose the elective curriculum component of Financial Education. The data analyzed through categories include activities of this teaching proposal. The choice of theme is justified on the basis of observation with respect to indecision of the students related to issues of consumption, financial planning and budget. In others academic studies analyzed with the same theme are emphasized the issue of work from the daily lives of students, so the relevance of a critical approach to the concepts of Financial Education. With the presentation and development of this proposed didactic sequence, the expectation is that students will investigate, test, simulate, solve the proposed problems moving through different learning environments, expanding the possibilities of a complete training in content development, besides acting in action and reflection processes, using mathematical knowledge studied. Finally, It aims so that this approach can interfere critically and responsibly in actions that require decision making relating to financial issues of the daily lives of students and also their families.