Dimensões sociais e culturais da educação financeira escolar na perspectiva da educação estatística

Abstract

It has become increasingly urgent to educate critical citizens to interpret information and statistical data, especially when it comes to money. The mathematics classroom is a propitious space for reflections of this nature, both in the development of statistical literacy, reasoning and thinking skills, as well as the problematization of the social reality in which we are immersed. This work seeks to present School Financial Education and Statistical Education as trends in Mathematics Education and outline a research proposal that involves contributions from the theories of sociologist Pierre Bourdieu. This proposal fits into the fourth guiding axis of the School Financial Education curriculum proposed by Silva and Powell (2013), which involves social, economic, political, cultural and psychological dimensions of Financial Education. The objective of this research was to investigate the elaboration of theoretically referenced and statistical tasks that stimulate the production of meanings by high school students about the social and cultural dimensions of Financial Education in Schools. We also intended to read the meanings of the research subjects on the basic principles of Bourdieu's concept of Cultural Capital and Economic Capital. A questionnaire about tastes and preferences about music, games, food, consumption habits and leisure, among other topics, was applied, whose exploratory analysis of the data was carried out using the multivariate statistical method of Multiple Correspondence Analysis, which is based on a geometric analysis of the data. This analysis provided geometric maps of point clouds – graphs that represents a microcosm of the social space in which the research subjects are immersed – which were presented to the students as one of the research tasks. We carried out a reading of the research subjects' production of meanings using the Semantic Field Model as a theoretical methodological approach, developed by Romulo Campos Lins. The set of tasks showed potential for discussing the social and cultural dimensions of School Financial Education, in addition to stimulating the development of statistical reasoning in the Basic Education mathematics classroom. The relevance of Financial Education for the critical formation of students was also confirmed.