A educação financeira e o processo de ensino aprendizagem de ciências e matemática a partir das metodologias ativas

Abstract

The implementation of Transversal Contemporary Themes in Brazilian schools was driven by the approval of the Base Nacional Comum Curricular (BNCC). Although Financial Education is not a new subject, it gained prominence in the Brazilian educational landscape after being included as a mandatory skill in the BNCC. This requirement stimulated academic production and expanded discussions on its importance in shaping conscious citizens who are prepared to deal with the economic challenges of everyday life. Recognized by the OECD as an essential process for responsible financial decision-making, Financial Education is also present in the United Nations Sustainable Development Goals (SDGs). Given this context, this study sought to answer the following question: How can active methodologies and an interdisciplinary teaching approach (involving science and mathematics) promote the learning of basic Financial Education concepts among elementary school students in the early years? Thus, the present study aimed to analyze how active methodologies and an interdisciplinary teaching approach (involving science and mathematics) can be employed in the learning process of basic Financial Education concepts among elementary school students in the early years. To address the specific objectives, the dissertation was organized into four chapters. Chapter 1 aimed to discuss the concepts of Financial Education that have been explored in Basic Education through a systematic literature review. Chapter 2 sought to understand the importance of interdisciplinarity in the teaching-learning process and its implications in the educational context, as well as investigate how Active Methodologies can facilitate the promotion of Financial Education in elementary education. For this purpose, a bibliographic review was conducted. Chapter 3 presents the proposed educational product, developed within the context of the dissertation, based on the theoretical framework studied. The Educational Product consists of a Didactic Sequence (DS) focused on addressing Financial Education in Basic Education, establishing an interdisciplinary bridge between Natural Sciences and Mathematics. The educational product also includes two games—a digital game and a board game—that can be used within the DS or independently. Finally, the last chapter presents the results of the validation of the educational product, which was implemented in the real teaching context of a public school in a municipal network in interior Goiás, Brazil. The validation involved a total of 32 students from 4th and 5th grades of elementary education in a municipal school in Goiás. The analyzed data demonstrated that the product has the potential to mobilize active student participation and enhance the teaching-learning process in an interdisciplinary manner.