Educação financeira escolar e educação matemática: a desigualdade social no Brasil

Abstract

The primary objective of this research is to develop tasks, referenced and based theoretically, that would encourage students to reflect and provide insights related to social inequality associated with financial issues in Brazil. The study developed is part of a research strand in Mathematics Education called School Financial Education, in which has a main purpose to teach basic finance and economics knowledge during the Mathematics classroom. The discussions about inequality were based on sociological dispositions and socioeconomic. The research is theoretically based on the Semantic Model Theory and on the concept of School Financial Education, proposed by Silva and Powell (2013). A qualitative approach derivative from field research with high school students, collected the data using the aforementioned tasks that ultimately guided possible revisions in accordance with the previously established objectives. The analysis of the participants enunciative actions showed that the elements proposed in the tasks, such as the notions of capital (economic, cultural and social), habitus and free time, were widely debated, articulated and used in the students' responses, also stimulating the insertion of other elements brought to the discussion. As a result of this research, an educational product was developed for use by teachers in classrooms.