Contribuições para os conceitos financeiros na escola brasileira: análise de livros didáticos das décadas de 1940, 1950 e 1960

Abstract

My research covers the history of financial concepts in schools and their developments to this day, considering the fact that in 2023 all schools in Brazil must be adapted to the guidelines of the National Common Curricular Base (BNCC), and that one of these guidelines treats Problem Solving as a transversal theme within the context of Financial Education. I believe that financial independence should begin to be built from an early age, in the first years of life, which is why I hope that my research can contribute so that more and more students and teachers have access to information that allows them to have the basis for their future financial decisions, always with great criticality, planning and management of available resources. With the support of the theoretical-methodological framework of Cultural History, I seek to articulate research on School Financial Education and the History of Mathematics Education, carrying out an investigation into the importance of financial concepts in the lives of public school students. In my dissertation, I analyze the set of pedagogical practices that contributed to the expansion of financial concepts in the school mathematics curriculum, understanding the social and economic practices that contributed to the teaching of financial mathematics in Mathematics textbooks from the 1940s and 1950s and 1960 and what motivated the growing prominence of financial education in Brazilian schools in the 21st century.