Educação financeira e matemática financeira : uma sequência didática para o 9º ano do ensino fundamental

Abstract

This Final Course Work (TCC) aims to present the development and application of a teaching sequence that addresses the understanding of basic financial concepts and the development of practices for the responsible management of resources in the daily lives of 9th grade students of elementary school II, aiming to promote the financial education of students. The proposed sequence addresses fundamental financial concepts, such as simple and compound interest, discounting and financial transactions, in a practical and engaging way. The theoretical basis of the work is based on the principles of Critical Financial Education, exploring how these concepts connect with the ideas of authors who highlight the importance of this topic in the formation of individuals who are autonomous and critical consumers. The practice was developed over five meetings: three meetings lasting two hours of class and two meetings lasting one hour and twenty minutes of class. The activities were carried out with a class of nine 9th grade students of elementary school II from a private school located in the city of Maceió, Alagoas. This research is characterized as qualitative in nature, based on a pedagogical intervention that seeks information and data related to the daily lives of students and their financial practices. The facts presented in the experience report were collected from the application of two questionnaires, pedagogical activities, materials produced by students, photographs and field observations by the researcher/teacher. After applying the didactic sequence, some ints observed were: students' difficulties in understanding concepts of Financial Mathematics, performing basic operations and interpreting texts; little financial control by these students in the face of their daily situations; recognition, by the students, of the relevance of conducting a price survey before making purchases; the pedagogical intervention allowed students to relate the importance of Financial Mathematics with the resolution of problem situations involving finances.