Educação financeira crítica e a virtualização da economia: uma possibilidade para o “novo ensino médio” mato-grossense
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Data
2023-03
Autores
Orientador
Giongo, Ieda Maria
Banca
Kistemann Júnior, Marco Aurélio
Vargas, Paulo Roberto Vieira
Neide, Ítalo Gabriel
Dullius, Maria Madalena
Título do periódico
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Título do Volume
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Resumo
A presente tese tem como objetivo central analisar, à luz da Educação Financeira Crítica, as contribuições do desenvolvimento de um conjunto de tarefas, destinadas a aprimorar o pensamento crítico de grupos de estudantes do Ensino Médio, em concordância com as Diretrizes Regionais Curriculares do Estado do Mato Grosso. Para tanto, elaborou-se uma sequência didática em formato de cartilha, desenvolvida em onze encontros, em duas turmas de primeiro ano do Ensino Médio, em uma Escola Estadual do meio norte-mato-grossense. Os referenciais teóricos que sustentam a investigação são relativos à Educação Financeira Crítica na perspectiva de Paulo Freire e Ole Skovsmose. Metodologicamente, fez-se uso do Design- Based Research (DBR), e os materiais de pesquisa - aulas gravadas e posteriormente transcritas, diário de campo do pesquisador e materiais escritos e produzidos pelos estudantes - foram analisados por meio da Análise Textual Discursiva (ATD) de Moraes e Galiazzi (2016). O escrutínio dos materiais de pesquisa permitiu a emergência de três categorias: a) Educação Financeira Crítica, b) Virtualização da Economia e c) Matemática Escolar. Os resultados apontam a produtividade de inserir, nos currículos escolares do Ensino Médio, elementos da Educação Financeira numa perspectiva crítica, abordando questões vinculadas à indivíduos consumidores, virtualização da economia, bem como aspectos sociais e econômicos vigentes no país e no mundo. Aliado, a pesquisa produziu um conjunto de tarefas em forma de Produto Educacional, disponível para as comunidades acadêmica e escolar, com o intuito de apoiar os processos de ensino da matemática escolar.
The main objective of this thesis is to analyze, in the light of Critical Financial Education, the contributions of the development of a set of tasks aimed to improve the critical thinking of groups of high school students, in accordance with the Regional Curricular Guidelines of the State of Mato Grosso. To this end, a didactic sequence was elaborated in primer format, developed in eleven meetings, in two classes of the first year of High School, in a State School in the mid-north of Mato Grosso. The theoretical references that support the research are related to Critical Financial Education from the perspective of Paulo Freire and Ole Skovsmose. Methodologically, Design-Based Research (DBR) was used, and the research materials – recorded and later transcribed classes, the researcher's field diary, and written and produced materials by the students – were analyzed using Discursive Textual Analysis (DTA) of Moraes and Galiazzi (2016). The scrutiny of the research materials allowed the emergence of three categories: a) Critical Financial Education, b) Virtualization of the Economy, and c) School Mathematics. The results point to the productivity of including, in high school curricula, elements of Financial Education from a critical perspective, addressing issues linked to individual consumers, virtualization of the economy, as well as social and economic aspects prevailing in the country and the world. Relatedly, the research produced a set of tasks in the form of an Educational Product, available to the academic and school communities, in order to support the teaching processes of school mathematics.
The main objective of this thesis is to analyze, in the light of Critical Financial Education, the contributions of the development of a set of tasks aimed to improve the critical thinking of groups of high school students, in accordance with the Regional Curricular Guidelines of the State of Mato Grosso. To this end, a didactic sequence was elaborated in primer format, developed in eleven meetings, in two classes of the first year of High School, in a State School in the mid-north of Mato Grosso. The theoretical references that support the research are related to Critical Financial Education from the perspective of Paulo Freire and Ole Skovsmose. Methodologically, Design-Based Research (DBR) was used, and the research materials – recorded and later transcribed classes, the researcher's field diary, and written and produced materials by the students – were analyzed using Discursive Textual Analysis (DTA) of Moraes and Galiazzi (2016). The scrutiny of the research materials allowed the emergence of three categories: a) Critical Financial Education, b) Virtualization of the Economy, and c) School Mathematics. The results point to the productivity of including, in high school curricula, elements of Financial Education from a critical perspective, addressing issues linked to individual consumers, virtualization of the economy, as well as social and economic aspects prevailing in the country and the world. Relatedly, the research produced a set of tasks in the form of an Educational Product, available to the academic and school communities, in order to support the teaching processes of school mathematics.
Descrição
Palavras-chave
Educação financeira crítica; Virtualização da economia; Novo Ensino Médio; Design-Based Research (DBR); Critical financial education; Virtualization of the economy; New High School
Citação
ROSSETTO, Júlio César. Educação financeira crítica e a virtualização da economia: uma possibilidade para o “novo ensino médio” mato-grossense. 2023. Tese (Doutorado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 21 mar. 2023. Disponível em: http://hdl.handle.net/10737/3508.