Educação financeira crítica: a gestão do orçamento familiar por meio de uma prática pedagógica na educação de jovens e adultos
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2019-04-09
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Marchi, Miriam Ines
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Esta dissertação busca contribuir com novas ideias para a inclusão do tema transversal “Educação Financeira” nos processos de ensino e de aprendizagem na Educação Básica. Para isso, esta pesquisa tem o objetivo geral de investigar como o desenvolvimento de uma prática pedagógica embasada na Educação Financeira Crítica pode influenciar na gestão do orçamento familiar de alunos do 2° Ano do Ensino Médio da Educação de Jovens e Adultos. Por sua vez, a Revisão Teórica está fundamentada nos pressupostos teóricos vinculados ao campo da Educação Financeira Crítica e seus entrecruzamentos com as convicções de autores que defendem a relevância deste tema para a formação de indivíduos-consumidores autônomos e críticos. A prática foi desenvolvida durante dez encontros de duas horas aula cada, com uma turma de 27 alunos do 2º Ano do Ensino Médio da modalidade da Educação de Jovens e Adultos (EJA), em uma Escola Estadual do Município de Vera no Estado do Mato Grosso. A pesquisa possui cunho qualitativo, com características de um estudo de caso, cuja sua análise se deu por meio dos percursos de triangulação conforme Freitas e Jabbour (2011). Os fatos apurados na análise dos dados foram constituídos a partir da aplicação de dois questionários, gravações de áudios, fotografias, material produzido pelos alunos e pelo diário de campo do pesquisador/professor. A partir dessas informações, emergiram três categorias de análise descritiva: Analfabetismo Financeiro; Controle Financeiro e Tomada de Decisão. Após a sua análise, o estudo apresenta alguns dos resultados: a) constatou-se que 18,5% dos alunos possuíam um controle de suas despesas e receitas, controle este iniciado pelos demais no decorrer da pesquisa; b) os alunos compreenderam a relevância de se efetuar uma pesquisa de preço; c) a pesquisa propiciou reflexões sobre a importância de pequenas quantias de dinheiro; d) verificou-se que alguns estudantes apresentavam características de um analfabeto financeiro; e) a intervenção propiciou aos alunos evidenciar as contribuições da Matemática para a resolução de situações-problemas que envolvem as finanças. Sendo que ao final da pesquisa foi produzido e disponibilizado um produto educacional.
This dissertation seeks to contribute with new ideas for the inclusion of the transversal theme "Financial Education" in the processes of teaching and learning in Basic Education. For this, this research has the general objective of investigating how the development of a pedagogical practice based on Critical Financial Education can influence the management of the family budget of students of the 2nd Year of high school Education of Young and Adults. In turn, the Theoretical Review is based on the theoretical assumptions related to the field of Critical Financial Education and its interrelations with the convictions of authors who defend the relevance of this theme for the formation of autonomous and critical individuals-consumers. The practice was developed during ten meetings of two hours each class, with a group of 27 students of the Second Year of high school Education of the modality of Youth and Adult Education (EYA), in a State School of the Municipality of Vera in Mato Grosso State. The research has a qualitative character, with the characteristics of a case study, whose analysis was done through the triangulation of Freitas e Jabbour (2011). The facts verified in the data analysis were constituted from the application of two questionnaires, recordings of audios, photographs, material produced by the students and the field diary of the researcher / teacher. From this information emerged three categories of descriptive analysis: Financial Illiteracy; Financial Control and Decision Making. After its analysis, the study presents some of the results: a) it was verified that 18.5% of the students had a control of their expenses and revenues, control that started by the others during the research; b) the students understood the relevance of carrying out a price survey; c) the research provided some reflections on the importance of small amounts of money; d) it was verified that some students presented characteristics of a financial illiterate; e) the intervention enabled the students to highlight the contributions of Mathematics to the solution of situations-problems that involve the finances. At the end of the research an educational product was produced and made available.
This dissertation seeks to contribute with new ideas for the inclusion of the transversal theme "Financial Education" in the processes of teaching and learning in Basic Education. For this, this research has the general objective of investigating how the development of a pedagogical practice based on Critical Financial Education can influence the management of the family budget of students of the 2nd Year of high school Education of Young and Adults. In turn, the Theoretical Review is based on the theoretical assumptions related to the field of Critical Financial Education and its interrelations with the convictions of authors who defend the relevance of this theme for the formation of autonomous and critical individuals-consumers. The practice was developed during ten meetings of two hours each class, with a group of 27 students of the Second Year of high school Education of the modality of Youth and Adult Education (EYA), in a State School of the Municipality of Vera in Mato Grosso State. The research has a qualitative character, with the characteristics of a case study, whose analysis was done through the triangulation of Freitas e Jabbour (2011). The facts verified in the data analysis were constituted from the application of two questionnaires, recordings of audios, photographs, material produced by the students and the field diary of the researcher / teacher. From this information emerged three categories of descriptive analysis: Financial Illiteracy; Financial Control and Decision Making. After its analysis, the study presents some of the results: a) it was verified that 18.5% of the students had a control of their expenses and revenues, control that started by the others during the research; b) the students understood the relevance of carrying out a price survey; c) the research provided some reflections on the importance of small amounts of money; d) it was verified that some students presented characteristics of a financial illiterate; e) the intervention enabled the students to highlight the contributions of Mathematics to the solution of situations-problems that involve the finances. At the end of the research an educational product was produced and made available.
Descrição
Palavras-chave
Educação Financeira Crítica; Educação de Jovens e Adultos; Analfabetismo Financeiro; Controle Financeiro; Critical Financial Education; Youth and Adult Education; Financial Illiteracy; Financial Control
Citação
ROSSETTO, Júlio César. Educação financeira crítica: a gestão do orçamento familiar por meio de uma prática pedagógica na educação de jovens e adultos. 2019. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 18 jan. 2019. Disponível em: http://hdl.handle.net/10737/2490.