Potencialidades da Educação Financeira: um estudo sobre o letramento financeiro do estudante que cursa a licenciatura em Matemática usando sequências de atividades

Abstract

This article presents the final results of a doctoral thesis that sought to identify and analyze the didactic characteristics in the sequences of activities developed to improve the financial literacy of undergraduate Mathematics students. To this end, it analyzed their level of financial literacy, in light of the Theory of Didactic Situations and Scenarios for Investigation, before and after implementing the sequences of activities, aimed at promoting financial education, evaluating the effectiveness of these sequences regarding the possible improvement of said literacy, it explored student perceptions about the importance of financial education in their academic training and future teaching practice, proposing recommendations for its inclusion in the curricula of undergraduate courses in Mathematics. This is qualitative research, developed throughout the four phases of Didactic Engineering (preliminary studies; conception and a priori analysis; experimentation; a posteriori analysis and validation). In the end, we concluded that the didactic sequences developed in the teaching of financial education were capable of promoting necessary reflections to prepare Mathematics degree students to deal with the diversity of choices in our society, the clash of ideas, the values ​​attributed to reason and emotion in consumption decisions, based on ethics and care for the environment and health. They also contributed to making students, future mathematics teachers in basic education, aware of the importance of constructing teaching situations, observing didactic variables and their values ​​for the teaching and learning processes. Ultimately, such didactic sequences encouraged students to reflect that the context of financial education goes beyond a transversal theme and is not restricted solely and exclusively to the teaching of Financial Mathematics