Um estudo sobre o endividamento no contexto da educação matemática financeira

Abstract

Throughout history, Mathematics has played a fundamental role in the progress of human society. When faced with challenges, human beings needed to demonstrate their ability in logical reasoning, critical analysis and originality. In today's society, one of the pillars of the economy is family consumption. However, continually encouraging this consumption led to the depletion of financial resources, mainly due to consumerism, which allowed people to continue spending without restrictions until they went into debt (BAUMAN, 2008; 2010b). In the so-called Consumer Society, Debt grows in all social strata. In this context, we seek to investigate, in the field of Mathematics Education, mentions about Debt. Faced with this problem, we raise the following question: has Financial Mathematics Education provided more in-depth discussions about Debt in High School Mathematics classes? This work aims to investigate how Resolution, Exploration and Proposition of Problems can contribute to expanding discussions around Debt in Mathematics classes. Our pedagogical practice was situated in a dialogical perspective, with a view to critical thinking that enables the student to play the role of active and questioning subject (FREIRE, 1987; 1997). The target audience is a 3rd year class of Regular High School at a state public school, located in the municipality of Soledade, in the state of Paraíba. The research is qualitative in nature, investigative in nature, with transcription of dialogues and records of calculations developed by participating students (BOGDAN; BIKLEN, 1994). In the classroom, the students were divided into seven groups made up of five students each, totaling 35 participants. The activities were carried out in four moments, three of which were problems and the simulated jury. The development of activities was based on the Problem Resolution, Exploration and Proposition methodology (ANDRADE, 1998; 2017). The results obtained through the activities showed that this methodology not only contributed to deepening mathematical concepts, but also enabled students to actively participate in discussions and reflections on the abusive use of bank interest as a factor driving debt, observing these problems in diverse significant contexts. We hope that this work will spark new investigations in the field of Mathematics Education, expanding perspectives regarding the Debt of families and individuals.