Educação financeira na sala de aula: proposta de uma sequência didática para o 9º ano

Abstract

This research aimed to propose a didactic sequence for a class of 9th year of Elementary Education that discusses Financial Education according to the Common National Curriculum Base. To support the research, we used the official documents in force, such as the National Common Curricular Base - BNCC (BRASIL, 2017) and the National Curriculum Parameters - PCN (BRASIL, 1998), and in some authors such as Farias, Azerêdo and Rêgo (2016), Peretti (2007), Abreu (2013) and Freire (1996). The methodology adopted in the study was characterized as an exploratory research of the bibliographic type, with a descriptive character in relation to the diagnosis. The work was structured in two parts: diagnosis and preparation of the didactic sequence on financial education. 69 students from three 9th grade classes from two schools in the city of Belém - PB participated in the first part of the study, remotely. In this stage we adopted as a research instrument a semi-structured questionnaire, which was applied via WhatsApp group. The results of the survey revealed that the participants have significant knowledge about Financial Education by demonstrating their awareness of how to deal with the money correctly acquired from social experiences. We conclude that the approach to Financial Education in the school context is an important discussion, as it contributes to financial planning and economic organization, directly involving students and indirectly, their families. This discussion must be addressed in all school years, with thematic units of mathematics being integrated to generate solid economic awareness, building participatory citizens, capable of making conscious and responsible decisions regarding the use of money.