Educação financeira e o livro didático: análise de uma obra de matemática para o ensino médio na perspectiva dos ambientes de aprendizagem de Skovsmose

Abstract

This work has the general objective to investigate activities of Financial Education present in a; Mathematics work aimed at High School, approved by the PNLD, in the light of the Environments of; Learning from Ole Skovsmose. To this end, the following specific objectives were listed: Identify, quantify and categorize the activities proposed in a work composed by textbooks of high School Mathematics with the potential to discuss Financial Education; analyze the activities with the potential to discuss Financial Education present in a Mathematics work aimed at High School from the learning environments of Skovsmose (2000) in reference pure mathematics, reality or semireality, in the exercise paradigm or with the potential to scenarios for investigation. The theoretical contributions of CAMPOS were used; SILVA; POWELL (2013); MELO; PESSOA (2019); SANTOS (2017); SKOVSMOSE (2000; 2008; 2013; 2014; 2020). The methodology used for the development of the research is characterized, in terms of its approach, as a qualitative research and regarding the technical procedures as documentary research. The research corpus consisted of the volume “Systems, mathematics finance and magnitudes”, from the book Prisma Mathematical, approved by the PNLD year 2021 and adopted in the high School in a state school belonging to the municipality Rio Tinto/PB. As a result, it is noteworthy that the volume analyzed has potential for the exercise of mathematics education criticism, through the discussion of elements of financial education, since from the 16 activities analyzed, 9 have potential for scenarios for investigation, contemplating contexts of semi-reality and reality. It is also noteworthy that the theme Financial Education is little inserted in the work, since its six volumes present a total of 23 chapters and this theme is contemplated in only 2 chapters, of a single volume. It is concluded that the guidelines of the activities contained in the Teacher's Manual have the potential to provide the teacher with to make it possible to work with Critical Mathematics Education in math classes.