Dispositivos móveis no ensino de educação financeira escolar: análise e aplicação de tarefas

Abstract

The text presented here composes a set of qualitative investigations thatdiscuss the use of Mobile Devices from the Mathematics classroom within acontext of Financial Education. Within this discussion it is evidenced that thereare still doubts about the positive contributions of the insertion of suchInformation and Communication Technologies in the school space, to the pointof still being evident the existence of the disparity between the frequency withwhich the technology is used by the students with orientation of the teacher inactions related to their learning and those that use it for other purposes. Thisperception culminated in the following question: in which ways can the use ofmobile devices contribute to tasks involving a decision making on financialmatters? And, deepening this question, it was verified how the personal móbile devices were used by the students in a task of School Financial Education thattook them to the decision making. From this, we analyzed the mediations oftechnology in the production of meanings. In order to do this, it was directed tothe literature, on the one hand, to search for results in which this research cantheoretically contribute, and, on the other, in order to probe what one has ofbibliographic production on the exposed topic. As a result, the concepts ofMobile Learning, Financial Education and Decision Making are presented,which are extremely important to understand the exposed theme. With suchresults in hand it was possible to construct the task and select the applicationsthat were indicated for use by the students while performing the task, althoughstudents were not expected to be limited to using the applications indicatedduring this process. Following this work, the task was applied in a classroom ofthe public school in a suburban neighborhood and the data collection was donethrough participant observation, because the emphasis of the analysis will be onthe process and not on the final results, as it proposes the Semantic FieldsModel, the theoretical and methodological reference that guides both theconstruction of this investigation and the analysis of the enunciation of theinvestigated ones. All the practice cited will culminate in a manual that will helpthe teacher in the selection of applications to be used in School FinancialEducation tasks, and may also assist in the construction of the task itself.