Educação matemática crítica nos anos iniciais do ensino fundamental a partir de projetos de educação financeira

Abstract

Many issues of a financial nature are present in the daily lives of students, at different levels of education. The purchase of a food product in the school canteen or the acquisition of a material good, are examples of simple or complex actions, which require reflections for decision making. However, the student is rarely prepared to make the right decision. The school, as a place for the formation of citizens, must provide opportunities for discussions of this nature with students, developing a critical sense and financial responsibility. In particular, mathematics can contribute to citizen education through Critical Mathematics Education, proposed by Skovsmose. Thus, in this work, we seek to analyze two financial education projects in the light of the critical mathematics education learning environments, in two schools, one belonging to the public network and the other to the private teaching network, present in the city of Chapecó, Santa Catarina, with students enrolled in fourth year classes of Elementary School. The projects are developed annually and involve the entire school community, especially students and families, and this year, it counted on the collaboration of academics from the Mathematics Degree course, at the Federal University of Fronteira Sul. As a result, we found that both projects promoted activities that made it possible to move between different learning environments, which was fundamental for mathematical education to move towards the critical dimension. In particular, the environments that most appeared made reference to semi-reality and reality in scenarios for investigation, which valued the student as the protagonist of the process. Furthermore, as the activities provoked discussions, analyzes and conscious decisionmaking by the students, we concluded that the financial education projects contributed to the citizen formation of these subjects