A importância da matemática na aprendizagem da educação financeira: um estudo de caso em turmas do 9° ano do ensino fundamental de uma escola pública na cidade de Araruna-PB

Abstract

This research aimed to understand the social, economic and cognitive profile in relation to Financial Education of students in the 9th grade of elementary school in a public school in the city of Araruna, Paraíba. Based on the discussion of Financial Education and on the concepts of mathematics for the 9th year of Elementary School, we sought to support the research through some scholars who deal with the topic, as well as the official documents that are in force: National Base Curricular Common – BNCC (BRASIL, 2017), the National Curriculum Guidelines for Basic Education – DCN (BRASIL, 2013) and the Transversal Contemporary Themes – TCT. As a research and data collection mechanism, an approach characterized by an exploratory and descriptive study was used, using the questionnaire instrument as a technique. The study included 53 students from three 9th grade classes, from the afternoon shift of a public school in the city of Araruna - PB, out of 83 enrolled students. The action methodology began with the application of a face-to-face questionnaire, as the municipality's schools are in the hybrid education system, with students going to school every other week. The survey results identified important characteristics, such as: students are mostly low-income; have heard about financial education, even if in a superficial way; they have parents who provide guidance on the use of money and who consider the issue important to their lives. As for the mathematical knowledge about financial education, it was evidenced that: difficulties in carrying out problems involving the discussion of percentage; insecurity in the use of calculation rules and difficulty in understanding the problems, as some were unable to interpret the statement and ended up not reaching the desired result. We conclude that the Financial Education approach is still superficial in the participating school and that it should be widely discussed in all elementary school school years to ensure that students can use the money in their favor, as the time frame for the development of theme is still limited among participants.