Educação financeira no primeiro segmento do ensino fundamental: discutindo atividades de matemática em uma escola do campo

Abstract

The objective of this proposal was to investigate the contributions of a didactic sequence involving the Brazilian Monetary System for the teaching of Mathematics, with a focus on Financial Education, in a 3rd year class of Elementary School of a rural school in the city of João Pessoa, Paraíba. The methodology is characterized by being exploratory of the pedagogical research type, with a qualitative approach, having as participating subjects 17 students from a 3rd year class of Elementary School at a quilombola school in the city of João Pessoa, Paraíba. The study was divided into three stages: diagnosis, intervention period and verification of results, where the study of the Brazilian Monetary System was prioritized, focusing on the recognition, comparison and equivalence of monetary values (notes and coins), as well as understanding the benefits of saving and conscious use of income in consumption activities. The resources used for data collection were: interview, initial diagnostic evaluation and didactic sequence (with application of 5 classes). The results indicated that the conjunctive association of methodologically active practice, using as resources the application of contextualized activities, with experimentation, interaction, use of concrete materials and professional action attentive to integral formation (cognitive, socio-emotional and other aspects), was positive and effective, as it enabled the favoring of BNCC skills over discussions of the Brazilian Monetary System. It is concluded that, in the end, the participants expanded the concepts of financial education, as well as improved aspects of reading, interpretation and mobilization of attention, reducing the stigma of mathematics and reflecting on the conscious use of money, the right to education and citizenship.