FINANCIAL EDUCATION: A PROPOSAL FOR THE CRITICAL EDUCATION OF STUDENTS
Scenarios for investigation; Financial education; Critical Mathematics Education. Activities.
This work presents an articulation between Critical Mathematics Education and Financial Education, proposing a study on an activity applied in a real teaching context. The proposal arose from a concern with themes present in mathematics teaching and with a perception regarding the dichotomy between taught mathematics and that used in everyday life. A sequence of activities (our educational product) was developed aimed at first grade high school classes and applied in an elective subject, in the context of the new high school, in a public school in Partnamirim/RN. Inspired by the scenarios for investigation, proposed by Skovsmose (2000), the activities instigated students to evaluate possible forms of payment for the acquisition of certain products desired by them. The research, of a qualitative nature, which analyzed the application and used as data the recordings of the students' conversations and the answers left in the activities, had as its focus question: What reflections are produced by high school students, during the application of a sequence of activities, which provide scenarios for investigation involving Financial Education? We could see that the choices made by students during the activities reflected their backgrounds and foregrounds and pointed out that activities like this can collaborate with the financial education of young Brazilian students.