Educação financeira na perspectiva do letramento matemático: uma proposta de formação continuada para professores do 2º ciclo do ensino fundamental.

Abstract

The purpose of this study is to analyze Mathematical Literacy practices in School Financial Education in Elementary Education. The study was qualitative in nature, and adopted participant research as its modality, seen as the most appropriate for this study, since the context of the research was to propose a Financial Education course for teachers, based on Literacy practices. Mathematician, resulting in the construction of educational product material on this topic, collaborating with teaching practice. The teacher training course was developed in four moments: presentation, basic foundations of the course, teaching and learning practices, and results. Mathematical Literacy practices in Financial Education were exposed through activities that addressed mathematical and non-mathematical content, which indicates a transversal and integrated approach to teaching Financial Education with other areas of knowledge. It is worth highlighting that the suggested activities sought to promote reflections and discussions, in order to guide and propose pedagogical practices exploring concrete situations experienced by the participants, which promotes reflective critical thinking in the context of Financial Education. The construction of the results was based on the initial and final questionnaires, field diary, with the purpose of recording and analyzing the teachers' perception of their knowledge regarding the subject, the experiences acquired in the training course, in addition to the teaching knowledge mobilized with teacher training, based on specific content knowledge, pedagogical knowledge and curriculum knowledge, from the research activities carried out during the course aimed at the fourteen research participants, from the public and private Basic Education network, in the municipality of Belém – PA. Based on the results of this study, the importance of addressing the theme of Financial Education from the perspective of Mathematical Literacy in teacher training courses in Basic Education and, consequently, the activities that address the theme, so that they can transform and generate reflections on teaching practice for teaching this theme in Basic Education, is defended.