Educação financeira na educação de jovens e adultos: vivências no Instituto Federal de Goiás (IFG)
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Data
2020-09
Autores
Orientador
Strohschoen, Andreia Aparecida Guimarães
Banca
Rehfeldt, Márcia Jussara Hepp
Schuck, Rogério José
Kuhn, Malcus Cassiano
Título do periódico
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Resumo
Esta dissertação tem como foco o Ensino da Educação Financeira nos cursos técnicos integrados da Educação de Jovens e Adultos (EJA) do Instituto Federal de Educação, Ciência e Tecnologia de Goiás (IFG), uma temática ainda não presente em muitas instituições federais de educação. A falta de conhecimento de Educação Financeira aliada à facilidade de crédito oferecido pelos comércios e bancos podem levar o indivíduo a comprometer seus rendimentos e a sua saúde financeira, visto que os níveis de endividamento e inadimplência podem ser causados pela má administração do dinheiro e por decisões financeiras irracionais e impulsivas. Por isso, esse trabalho busca contribuir para a formação de alunos criativos e críticos financeiramente, por meio de uma proposta de inclusão do ensino da Educação Financeira, ensinando-os a desenvolver raciocínios satisfatórios nas operações financeiras, mostrando-lhes estratégias de avaliação para melhorar a administração do seu dinheiro e influenciando seguramente nas suas decisões de consumo e investimento. Para isso, esse estudo tem como objetivo geral investigar como tem ocorrido a abordagem da temática: Educação Financeira, e conhecer as compreensões dessa para os estudantes dos Cursos Técnicos Integrados ao Ensino Médio em Alimentos e Modelagem do Vestuário (Câmpus Aparecida de Goiânia) e Enfermagem (Câmpus Goiânia Oeste) da EJA do IFG. Trata-se de uma pesquisa de abordagem qualitativa, realizada por intermédio de análise documental nos PPCs, matrizes curriculares e programas de disciplinas desses cursos para investigar a presença da Educação Financeira, e de um questionário aplicado aos alunos com a finalidade de identificar o nível de conhecimento dos respondentes sobre esta temática. Os dados coletados foram analisados seguindo as orientações da análise descritiva e a análise textual discursiva. Após a análise dessas informações, constatou-se que, nos cursos Técnicos em Alimentos e Modelagem do Vestuário apresentam na disciplina de Matemática do segundo período apenas um tópico de porcentagem que está relacionado a finanças. Revelou também que, 63,4% dos alunos participantes têm um baixo nível de alfabetização financeira, 18,3% são considerados analfabetos no assunto, a maioria está ou esteve com nome nos órgãos de proteção ao crédito pela ausência de informação sobre a temática, e que 97,2% dos participantes julgam importante que conteúdos de Educação Financeira sejam inseridos em disciplinas dos cursos EJA do IFG. Sabendo disso, elaborei, no final do Capítulo quatro desta dissertação, uma proposta para a inclusão de uma disciplina de Ensino da Educação Financeira para as turmas de EJA do IFG, acreditando que essa proposta, além de contribuir significativamente na formação desses alunos, os faça pensar estrategicamente com criticidade e criatividade quando estiverem frente aos desafios financeiros impostos pela sociedade contemporânea, a fim de alcançar sua saúde financeira, pois é algo que não tem preço.
This dissertation has as focus Financial Education Teaching in integrated technical courses of Youth and Adult Education (EYA) of Federal Institute of Education, Science and Technology of Goiás (IFG), a theme not yet present in many federal educational institutions. The lack of knowledge in Financial Education with loan facilities offered by businesses and banks can lead individuals to compromise their income and financial health, since the levels of indebtedness and default can be caused by money mismanagement and by irrational and impulsive financial decisions. So, this work seeks to contribute to financially creative and critical students’ formation, through a proposal of Financial Education teaching inclusion. Teaching them to develop satisfactory reasoning in financial operations, showing them valuation strategies to improve their money management, and safely influencing their consumption and investment decisions. So, this study has as general objective of investigating how the theme approach has occurred: Financial Education, and to know the understandings for students of Integrated Technical Courses in High School in Food and Clothing Modeling (Câmpus Aparecida de Goiânia) and Nursing (Câmpus Goiânia Oeste) of EYA of IFG. It is a qualitative research, conducted through documentary analysis on the PPCs, curricular matrices and subject programs of these courses to investigate Financial Education presence, and a questionnaire applied to students in order to identify the respondents knowledge level on this topic. The collected data were analyzed following descriptive analysis guidelines and discursive textual analysis. After analyzing this information, it was found that Technical courses in Food and Clothing Modeling show in mathematics discipline in the second period only a percentage topic linked to finance. It also revealed that 63.4% of participating students have a financial literacy low level, 18.3% are considered illiterate in the subject, the majority are or have been named in the loan protection agencies due to the lack of information on the subject, and that 97.2% of participants consider important Financial Education content to be inserted in subjects of IFG's EYA courses. With this in mind, at the end of Chapter 4 I prepared an inclusion of Financial Education Teaching discipline proposal for IFG's EYA classes, believing that this proposal, in addition to contributing significantly to these students training, makes them think strategically with criticality and creativity when facing financial challenges imposed by contemporary society, in order to achieve their financial health, once it is priceless.
This dissertation has as focus Financial Education Teaching in integrated technical courses of Youth and Adult Education (EYA) of Federal Institute of Education, Science and Technology of Goiás (IFG), a theme not yet present in many federal educational institutions. The lack of knowledge in Financial Education with loan facilities offered by businesses and banks can lead individuals to compromise their income and financial health, since the levels of indebtedness and default can be caused by money mismanagement and by irrational and impulsive financial decisions. So, this work seeks to contribute to financially creative and critical students’ formation, through a proposal of Financial Education teaching inclusion. Teaching them to develop satisfactory reasoning in financial operations, showing them valuation strategies to improve their money management, and safely influencing their consumption and investment decisions. So, this study has as general objective of investigating how the theme approach has occurred: Financial Education, and to know the understandings for students of Integrated Technical Courses in High School in Food and Clothing Modeling (Câmpus Aparecida de Goiânia) and Nursing (Câmpus Goiânia Oeste) of EYA of IFG. It is a qualitative research, conducted through documentary analysis on the PPCs, curricular matrices and subject programs of these courses to investigate Financial Education presence, and a questionnaire applied to students in order to identify the respondents knowledge level on this topic. The collected data were analyzed following descriptive analysis guidelines and discursive textual analysis. After analyzing this information, it was found that Technical courses in Food and Clothing Modeling show in mathematics discipline in the second period only a percentage topic linked to finance. It also revealed that 63.4% of participating students have a financial literacy low level, 18.3% are considered illiterate in the subject, the majority are or have been named in the loan protection agencies due to the lack of information on the subject, and that 97.2% of participants consider important Financial Education content to be inserted in subjects of IFG's EYA courses. With this in mind, at the end of Chapter 4 I prepared an inclusion of Financial Education Teaching discipline proposal for IFG's EYA classes, believing that this proposal, in addition to contributing significantly to these students training, makes them think strategically with criticality and creativity when facing financial challenges imposed by contemporary society, in order to achieve their financial health, once it is priceless.
Descrição
Palavras-chave
Educação Financeira; Educação de Jovens e Adultos; Financeiro; Endividamento; Inadimplência; Financial Education; Youth and Adult Education; Financial; Indebtedness; Default
Citação
NASCIMENTO, Wesley Gonçalves Do. Educação financeira na educação de jovens e adultos: vivências no Instituto Federal de Goiás (IFG). 2020. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 29 set. 2020. Disponível em: http://hdl.handle.net/10737/2906.