Educação financeira no livro didático de Matemática (LDM): Concepção docente e prática pedagógica

Abstract

The present study analyzes proposals of Financial Education (EF) explained on Mathematics book of 1st grade from Secondary Level Education, observing the effects in teaching practice of Mathematics teachers. That is a field survey with qualitative approach (BICUDO, 2011), which queried bibliographical and documental sources (schoolbook) containing answers of teachers according to work with EF in their teaching practice, considering demands of the students from a Public School in Campina Grande, state of Paraiba. The questionnaires have the understanding about the EF according to teachers and students, mainly, their proposals that were promoted on LDM. In terms of theoretical support, it was aimed contributions in Critical Mathematic Education (SKOVSMOSE, 2012), Financial Education in Mathematics teaching (TEIXEIRA, 2016), the Mathematics Schoolbook (SCHUBRING, 2018), in addition to documents regarding the Mathematic Curricular Guidelines. The results have shown that, on LDM which was analyzed, predominate proposals of contents and evaluation related to Financial Mathematics, focused on percentage, interests, interests rate, sales and others still. In terms of EF on the analyzed LDM, it was verified that exists a few activities on it, noting a misuse of the Financial Education on LDM. The teachers realize the necessity of working EF in the school with the students, in order to guide them about the rational use of financial resources in daily life. It was also verified that the students are interested in debates through lectures, classes, workshops or mini-courses in schools; therefore, it was proposed a working focused on EF to be promoted in school.