Sala de aula invertida e aprendizagem de temas financeiro-econômicos

Abstract

In search of classes that contribute to the protagonism of students, learning methodologies have been researched as strategies to provide efficient learning that satisfies all students. This research strategy is part of a qualitative exploratory case study that aimed to investigate a class of the first year of High School, from the private school system, in the format of Remote Emergency Education, which was supported by a pedagogical proposal supported by the methodology Inverted Classroom (IC) with Jonathan Bergamnn and Aaron Sams as percussors. We understand that IC alone is not enough to guarantee quality in learning. Concerned with ensuring an education that promotes criticality and reflection of students in relation to mathematics, theoretically based on the principles of Critical Mathematics Education by Ole Skovsmose, we developed Financial Education activities for the classes in order to study the contents of Exponential Function and Logarithmic within the critical aspect, in order to contribute to the promotion of critical reflection and conscious decision-making in everyday situations. For Campos and Coutinho (2019), students should be encouraged to actively participate in life in society, and it is necessary to generate reflections so that they can think critically about the hypotheses of their daily lives, and in the long term. Knowing that the economy increasingly influences society, as "the economy is the guiding system of all society today, and since consumption is one of the main organizers of society" (KISTEMAN JR. 2011, p. 44). We brought Financial Education that worked in a critical perspective, can help us to carry out a more meaningful teaching, contributing to the reflection and more conscious attitudes of students. With the initial survey (pilot project), it was possible to collect data and analyze them, which served as an instrument capable of reproducing the case study and development of the Educational Product as a result of our investigation. Thus, the activities developed that were validated in this research are part of the Educational Product, a didactic guide for the teacher, which was organized in three parts. In the first one, we will deal with the theoretical framework of our research, Critical Financial Education and Inverted Classroom. In part two, we detail and produce instructional videos of all the digital tools we used in our research, Google Classroom, Google Meet, ApowerEdit, Youtube, Edpuzzle, in addition, we brought as an example an active methodology, the mind map. And in the last part, we brought the Financial Education activities that we carried out in our classes in this study.