A educação financeira nas práticas de ensino de professores de matemática de Santa Cruz do Capibaribe - PE

Abstract

Mathematics is often perceived as a difficult subject, reserved for exceptional minds. Among the factors that reinforce this idea are the pedagogical practices adopted in the classroom. One of the topics that most highlight this issue is Financial Mathematics, especially when related to Financial Education, due to its importance in fostering citizenship. In this context, the present research sought to answer the following question: how do the approaches to Financial Education adopted in schools in Santa Cruz do Capibaribe influence students' development, and what are the main challenges faced by teachers? The general objective was to analyze the didactic-methodological approaches used in the teaching of Financial Education in public high schools in the aforementioned municipality. From a theoretical perspective, the study explored the evolution of Financial Mathematics, its integration into Financial Education, and the importance of contextualization in the teaching of Mathematics. The research was conducted from a qualitative perspective, configured as an exploratory case study, with semi-structured interviews conducted with Mathematics teachers. Data analysis was guided by previously defined categories: methodology, contextualization, didactics, and views on capitalism. The results revealed that, despite the guidelines of the BNCC (Brazilian National Common Curricular Base) and the Pernambuco State Department of Education, there is a lack of initial and/or continuing training for teachers to effectively work with this topic. Many of them seek preparation on their own initiative, generally aligned with the logic of responsible consumption. However, we observed the need for a critical approach to teacher training, focused on reflecting on social inequalities, consumption, and the impacts of the capitalist system. We also highlight that the clothing production and trade hub in Santa Cruz do Capibaribe could be further explored as a contextual element in the teaching of Financial Mathematics. Therefore, we advocate for a critical Financial Education, one that transforms the school into a space for debate rather than mere conformity.