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Desafios de uma futura professora no desenvolvimento da educação financeira, no 1º ciclo.
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Este relatório apresenta uma investigação sobre a integração da Educação Financeira no 1.º ciclo do ensino básico, articulada com a Matemática e metodologias de ensino exploratório. A relevância do tema decorre da necessidade de preparar os alunos para decisões conscientes num contexto económico complexo. O relatório é, em grande parte, uma reflexão sobre a prática de uma futura professora no desenvolvimento da Educação Financeira no 1.º ciclo. A questão que orienta o estudo é: Quais os desafios do professor, na preparação e exploração de tarefas para o desenvolvimento da educação financeira no 1.º ciclo do ensino básico? Para responder, definiram-se dois objetivos principais: (i) Identificar os desafios na preparação de tarefas de educação financeira no 3.º ano; (ii) Identificar os desafios na exploração de tarefas de educação financeira no 3.º ano. Adotou-se uma abordagem qualitativa, desenvolvida numa turma do 3.º ano. A recolha de dados incluiu, observação participante e recolha documental. A intervenção pedagógica decorreu em quatro sessões sequenciais, mediadas pela personagem “Clara Moedas”, com tarefas que envolveram conceitos como dinheiro, necessidades vs. desejos e poupança. Os resultados evidenciam dificuldades na gestão do tempo, na diferenciação pedagógica e na exploração de cálculos com decimais, mas também revelam potencialidades da abordagem exploratória para promover aprendizagens significativas no âmbito da Literacia Financeira. Conclui-se que a integração da Educação Financeira no 1.º ciclo coloca desafios ao professor relacionados com a preparação da planificação intencional de tarefas que explorem este tema, com o uso de recursos adequados e com a reflexão contínua, constituindo uma oportunidade para desenvolver competências essenciais à cidadania.
This report presents an investigation into the integration of Financial Education in the 1st cycle of basic education, articulated with Mathematics and exploratory teaching methodologies. The relevance of the topic stems from the need to prepare pupils for conscious decision-making within a complex economic context. The report is largely a reflection on the practice of a future teacher in developing Financial Education in the 1st cycle. The guiding question of the study is: What are the challenges faced by teachers in preparing and exploring tasks for the development of financial education in the 1st cycle of basic education? To address this question, two main objectives were defined: (i) to identify the challenges in preparing financial education tasks for the 3rd year; (ii) to identify the challenges in exploring financial education tasks for the 3rd year. A qualitative approach was adopted and carried out in a 3rd-year class. Data collection included participant observation and document collection. The pedagogical intervention took place over four sequential sessions, guided by the character “Clara Moedas”, with tasks involving concepts such as money, needs vs. wants, and saving. The results highlight difficulties in time management, pedagogical differentiation, and working with decimal calculations, but also reveal the potential of the exploratory approach to foster meaningful learning in the field of Financial Literacy. It is concluded that the integration of Financial Education in the 1st cycle poses challenges for teachers related to the intentional planning of tasks that explore this topic, the use of appropriate resources, and continuous reflection, while simultaneously offering an opportunity to develop essential citizenship competences.
This report presents an investigation into the integration of Financial Education in the 1st cycle of basic education, articulated with Mathematics and exploratory teaching methodologies. The relevance of the topic stems from the need to prepare pupils for conscious decision-making within a complex economic context. The report is largely a reflection on the practice of a future teacher in developing Financial Education in the 1st cycle. The guiding question of the study is: What are the challenges faced by teachers in preparing and exploring tasks for the development of financial education in the 1st cycle of basic education? To address this question, two main objectives were defined: (i) to identify the challenges in preparing financial education tasks for the 3rd year; (ii) to identify the challenges in exploring financial education tasks for the 3rd year. A qualitative approach was adopted and carried out in a 3rd-year class. Data collection included participant observation and document collection. The pedagogical intervention took place over four sequential sessions, guided by the character “Clara Moedas”, with tasks involving concepts such as money, needs vs. wants, and saving. The results highlight difficulties in time management, pedagogical differentiation, and working with decimal calculations, but also reveal the potential of the exploratory approach to foster meaningful learning in the field of Financial Literacy. It is concluded that the integration of Financial Education in the 1st cycle poses challenges for teachers related to the intentional planning of tasks that explore this topic, the use of appropriate resources, and continuous reflection, while simultaneously offering an opportunity to develop essential citizenship competences.
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Educação Financeira Matemática Ensino Exploratório Reflexão sobre a Prática Literacia Financeira Financial Education Mathematics Exploratory Teaching Reflection on Practice Financial Literacy