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A Educação Financeira no 1º ano de escolaridade do 1º Ciclo do Ensino Básico
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| 3.4 MB | Adobe PDF |
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Abstract(s)
Apesar de existir uma constante evolução no espectro ligado ao ensino, em Portugal, permanece ainda a frequente supressão da educação financeira em sala de aula. Sendo o contacto com a mesma, desde cedo, fundamental para evitar futuros cidadãos desinformados no que ao setor financeiro diz respeito. O presente trabalho nasce assim, após uma reflexão, como futura docente, onde é encontrada uma fragilidade nas aprendizagens dos mais novos, mais concretamente, ao longo do 1.º Ciclo do Ensino Básico.
Nesse contexto, o estudo propõe começar a alterar essas mesmas fragilidades recorrendo a situações do dia a dia que farão parte da rotina dos alunos, quando estes atingirem a idade adulta, bem como, investigar o impacto da intervenção pedagógica proposta durante o período de estágio. Assim, o principal objetivo deste estudo é conscientizar os alunos sobre a importância da educação financeira como também incentivar a compreensão da mesma através das tarefas realizadas que incentivam, o desenvolvimento de competências financeiras e matemáticas, sendo essencial que os alunos saibam identificar as quantias apresentadas e resolver as tarefas relacionadas com o dinheiro.
Este trabalho foi conduzido durante o período da prática pedagógica supervisionada numa turma de 1.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 e atores centrais do estudo. 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 consciência otimizada da realidade da educação financeira e de como esta é fulcral no dia-a-dia e, como tal, a importância da mesma para a tomada de decisões necessárias para o desenvolvimento das rotinas adultas diárias. Existiu, deste modo, a coesão entre a aprendizagem de capacidades e competências importantes para a aquisição de conhecimentos, colocando em prática no futuro.
Despite the constant evolution in the spectrum of education, financial education remains frequently suppressed in classrooms in Portugal. Early exposure to financial education is essential to prevent future citizens from being uninformed about the financial sector. This work arises from a reflection as a future educator, identifying a weakness in the learning of young students, particularly throughout the 1st Cycle of Basic Education. In this context, the study starts to address these weaknesses by using everyday situations that will be part of the students' routine when they reach adulthood. Additionally, it aims to investigate the impact of the proposed pedagogical intervention during the internship period. Thus, the primary objective of this study is to raise students' awareness of the importance of financial education and to encourage their understanding through the tasks performed, that promote the development of financial and mathematical skills. It is essential for students to be able to identify presented amounts and solve tasks related to money. This work was conducted during the supervised teaching practice in a first-year class of the 1st Cycle of Basic Education. An action-research methodology was adopted, involving the students, the teacher/researcher, and the cooperating teacher as central participants and actors in the study. Data collection instruments included observation, a logbook, informal conversations, document collection, and student protocols. The results of the task implementation revealed an enhanced awareness of the reality of financial education and its crucial role in daily life, highlighting its importance for making necessary decisions for the development of daily adult routines. Consequently, there is a cohesion between the learning of important skills and competencies for the acquisition of knowledge, to be applied in the future.
Despite the constant evolution in the spectrum of education, financial education remains frequently suppressed in classrooms in Portugal. Early exposure to financial education is essential to prevent future citizens from being uninformed about the financial sector. This work arises from a reflection as a future educator, identifying a weakness in the learning of young students, particularly throughout the 1st Cycle of Basic Education. In this context, the study starts to address these weaknesses by using everyday situations that will be part of the students' routine when they reach adulthood. Additionally, it aims to investigate the impact of the proposed pedagogical intervention during the internship period. Thus, the primary objective of this study is to raise students' awareness of the importance of financial education and to encourage their understanding through the tasks performed, that promote the development of financial and mathematical skills. It is essential for students to be able to identify presented amounts and solve tasks related to money. This work was conducted during the supervised teaching practice in a first-year class of the 1st Cycle of Basic Education. An action-research methodology was adopted, involving the students, the teacher/researcher, and the cooperating teacher as central participants and actors in the study. Data collection instruments included observation, a logbook, informal conversations, document collection, and student protocols. The results of the task implementation revealed an enhanced awareness of the reality of financial education and its crucial role in daily life, highlighting its importance for making necessary decisions for the development of daily adult routines. Consequently, there is a cohesion between the learning of important skills and competencies for the acquisition of knowledge, to be applied in the future.
Description
Keywords
Matemática, Educação Financeira, 1.º ano de escolaridade do 1.º CEB Mathematics, Financial Education, 1st Grade Education