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Educar para o consumo: uma experiência de ensino-aprendizagem em educação financeira no 1.º ciclo
| Name: | Description: | Size: | Format: | |
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| 6.75 MB | Adobe PDF |
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Abstract(s)
Nos últimos anos, a Educação Financeira tem adquirido crescente relevância social e curricular. Paralelamente, o Consumo assume grande impacto social, pelo que, no âmbito da Estratégia Nacional de Educação para a Cidadania foi desenvolvido um domínio de aprendizagem que articula estes dois temas: “Literacia financeira e educação para o consumo”. Articulando as áreas da cidadania e da matemática, o presente estudo tem como objetivo compreender de que forma a aprendizagem da educação financeira potencia a consciencialização das crianças como cidadãos consumidores e a aprendizagem matemática. Este estudo, de natureza qualitativa e assente na investigação sobre a prática, foi desenvolvido numa turma de 3.º ano. As técnicas de recolha de dados incluíram a observação participante, a recolha documental e o inquérito por questionário, sendo a análise sustentada nas evidências da observação e das produções dos alunos, bem como numa análise estatística das respostas do questionário. O recurso a tarefas com situações do quotidiano revelou-se potenciador do envolvimento dos alunos e de aprendizagens significativas, tanto na educação para o consumo como na matemática. Ao nível dos resultados verificou-se uma redução da valorização das marcas, uma maior consciência da influência social no consumo e a compreensão da relação entre euro e cêntimo, bem como a compreensão da representação decimal dos números a partir dos valores monetários. Os alunos evidenciaram o desenvolvimento de uma postura crítica em relação aos usos do dinheiro, reconhecendo a importância da poupança, a distinção entre bens essenciais e supérfluos e a influência da publicidade.
In the past years, Financial Education has gained increasing social and curricular relevance. At the same time, Consumption has a significant social impact, therefore, within the scope of the National Strategy for Citizenship Education, a learning domain was developed that articulates both these themes: “Financial literacy and consumer education”. By articulating the areas of citizenship and mathematics, this study aims to understand how learning financial education improves children's awareness as consumer citizens and their mathematical learning. This qualitative study, based on research into practice, was conducted in a 3rd grade class. The data collection techniques included participant observation, document collection and questionnaire surveys, with analysis being based on observational evidence and student work, as well as a statistical analysis of questionnaire answers. Using tasks based on everyday situations has proven to enhance student engagement and meaningful learning, both in consumer education and mathematics. In terms of results, there was a reduction in brand valuation, greater awareness of the social influence on consumption, and an understanding of the relationship between euro and cent, as well as understanding of the decimal representation of numbers based on monetary values. The students demonstrated the development of a critical stance towards the uses of money, recognizing the importance of saving, the distinction between essential and superfluous goods, and the influence of advertising.
In the past years, Financial Education has gained increasing social and curricular relevance. At the same time, Consumption has a significant social impact, therefore, within the scope of the National Strategy for Citizenship Education, a learning domain was developed that articulates both these themes: “Financial literacy and consumer education”. By articulating the areas of citizenship and mathematics, this study aims to understand how learning financial education improves children's awareness as consumer citizens and their mathematical learning. This qualitative study, based on research into practice, was conducted in a 3rd grade class. The data collection techniques included participant observation, document collection and questionnaire surveys, with analysis being based on observational evidence and student work, as well as a statistical analysis of questionnaire answers. Using tasks based on everyday situations has proven to enhance student engagement and meaningful learning, both in consumer education and mathematics. In terms of results, there was a reduction in brand valuation, greater awareness of the social influence on consumption, and an understanding of the relationship between euro and cent, as well as understanding of the decimal representation of numbers based on monetary values. The students demonstrated the development of a critical stance towards the uses of money, recognizing the importance of saving, the distinction between essential and superfluous goods, and the influence of advertising.
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Keywords
Consumo Educação financeira Usos do dinheiro Conexões matemáticas Consumption Financial education Uses of money Mathematical connections