Tecnologias móveis e ubíquas no ensino de educação financeira escolar

Abstract

The present work aims to analyze how mobile and ubiquitous technologies can contribute to the teaching of School Financial Education (SFE), from the perspective of mobile learning (m-learning), in order to enhance the development of pedagogical practices in Mathematics classes. In this sense, we seek an answer to the following question: how can mobile and ubiquitous technologies contribute to the teaching of SFE, from the perspective of m-learning, to enhance the development of pedagogical practices in Mathematics classes? in addition, the specific objectives of the survey reflect the following guidelines: the use of mobile and ubiquitous technologies in SFE teaching to discuss the possibilities of integrating mobile and ubiquitous technologies. Their relevance to the teaching of the subject to understand how students (re)mean their systematized knowledge about SFE and its implications among the activities developed propose an application that aims to stimulate knowledge in the area to mobilize knowledge arounds the theme. The research was developed based on a qualitative pedagogical intervention with the application of semi-structured activities based on the related demand by the students. In short, the activities on the e-futuro platform were built from the students' speeches. It occurred four times with the following activities: Quiz - The History of Money, Trail of the Value of Things, Word Search (making the best use of money) and Enjoying Knowledge. During data collection, the following instruments were used: semi-structured interview, recording of interactions through photographs and use of the logbook. The 18 participants of this case study are part of the school group and of the 5th year of Elementary School I, of the morning shift, of a municipal school in Rio Largo-AL. The research concluded that the students were able to reflect on the EFE situations and envision its applicability in everyday life. In additionally, they were able to understand the unique aspects of consumerism and arouse interest in the act of saving and creating plans. From the applied methodology, the handling of the APP allowed new learning opportunities on the subject through the manipulation and participation of the subjects in the different stages of the games created in the virtual environment, in addition to the pedagogical intervention by carrying out the challenges and listening to the speeches from the participation’s students.