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Educação financeira no 1º Ciclo do Ensino Básico: Um estudo com alunos do 4º ano de escolardade
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| 5.96 MB | Adobe PDF |
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Abstract(s)
A educação financeira desempenha um papel crucial, pois promove conhecimentos necessários para tomar decisões financeiras informadas. No entanto, frequentemente não é ensinada de forma sistemática nas escolas devido à falta de consciencialização sobre sua importância e à ausência de um currículo específico para esse fim.
O presente trabalho nasce da reflexão de uma futura profissional da educação, que identificou uma fragilidade no ensino, a ausência de uma abordagem sistemática e explícita à educação financeira nas salas de aula. Nesse contexto, o estudo propõe preencher essa fragilidade relacionando com a matemática e, ao mesmo tempo, investigar o impacto dessa intervenção pedagógica. O principal objetivo deste estudo é melhorar a compreensão dos alunos em relação aos conceitos financeiros e fortalecer a capacidade de tomar decisões informadas, utilizando a matemática para a resolução de problemas.
Este trabalho foi conduzido durante o período da prática pedagógica supervisionada numa turma de 4.º ano de escolaridade do 1.º ciclo do ensino básico. Para tal, adotou-se a metodologia de investigação-ação, envolvendo os alunos, a professora/investigadora e a professora cooperante como participantes centrais. Os instrumentos de recolha de dados incluíram a observação, diário de bordo, conversas informais, recolha documental e protocolos dos alunos.
Os resultados da implementação das tarefas revelaram uma melhoria significativa na compreensão dos alunos sobre esta área, bem como um aumento da consciência sobre a importância da literacia financeira nas suas vidas. Além disso, proporcionou aos alunos a oportunidade de desenvolverem capacidades e competências matemáticas fundamentais que são cruciais para a aquisição de conhecimentos relativos à literacia financeira.
Financial education plays a crucial role as it promotes the knowledge necessary to make informed financial decisions. However, it is often not taught systematically in schools due to a lack of awareness about its importance and the absence of a specific curriculum for this purpose. This work is born from the reflection of a future education professional, who identified a significant gap in teaching, the absence of a systematic and explicit approach to financial education in the classroom. In this context, the study proposes to fill this gap by relating it to mathematics and, at the same time, investigate the impact of this pedagogical intervention. The main goal of this study is to improve students' understanding of financial concepts and strengthen their ability to make informed decisions, using mathematics to solve problems. This work was conducted during the period of supervised pedagogical practice in a 4th year class in the 1st cycle of basic education. To this end, the action research methodology was adopted, involving the students, the teacher/researcher and the cooperating teacher as central participants. Data collection instruments included observation, researcher’s diary, informal conversations, documents and students’ protocols. The results of implementing the tasks revealed a significant improvement in students' understanding of this area, as well as an increased awareness of the importance of financial literacy in their lives. Furthermore, it provided students with the opportunity to develop fundamental mathematical abilities and competencies that are crucial for acquiring knowledge related to financial literacy.
Financial education plays a crucial role as it promotes the knowledge necessary to make informed financial decisions. However, it is often not taught systematically in schools due to a lack of awareness about its importance and the absence of a specific curriculum for this purpose. This work is born from the reflection of a future education professional, who identified a significant gap in teaching, the absence of a systematic and explicit approach to financial education in the classroom. In this context, the study proposes to fill this gap by relating it to mathematics and, at the same time, investigate the impact of this pedagogical intervention. The main goal of this study is to improve students' understanding of financial concepts and strengthen their ability to make informed decisions, using mathematics to solve problems. This work was conducted during the period of supervised pedagogical practice in a 4th year class in the 1st cycle of basic education. To this end, the action research methodology was adopted, involving the students, the teacher/researcher and the cooperating teacher as central participants. Data collection instruments included observation, researcher’s diary, informal conversations, documents and students’ protocols. The results of implementing the tasks revealed a significant improvement in students' understanding of this area, as well as an increased awareness of the importance of financial literacy in their lives. Furthermore, it provided students with the opportunity to develop fundamental mathematical abilities and competencies that are crucial for acquiring knowledge related to financial literacy.
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Keywords
Educação Financeira, Educação Matemática Crítica, Tarefas matemáticas, 4.º ano de escolaridade Financial Education, Critical Mathematical Education, Mathematical tasks, 4th year of 1st Cycle of Basic Education