Educação financeira: uma abordagem pedagógica do jogo piquenique no ensino fundamental

Abstract

This Course Conclusion Paper presents research that aims to explore the pedagogical use of the Picnic Game to approach Financial Education in the 9th year of Elementary School. It references several authors, including Eker (2005); Sousa, Vaz and Pimentel (2018), Santos and Araújo (2021), Rocha (2022), Brasil (2018), among others. In relation to methodological procedures, the research is classified as qualitative and exploratory, aiming to answer the question about the pedagogical impacts of using the Picnic Game in learning Financial Education in the 9th year of Elementary School. Regarding data collection, the research is characterized as a case study, as it allowed a deeper and more detailed study of Financial Education knowledge through a proposed teaching sequence for students in the 9th year of Elementary School. With the development of the sequence in the classroom, analysis of the research data showed that this contextualized methodology promotes a more meaningful interaction between students, favoring the development of critical thinking, mathematical knowledge such as percentages and decision making in the context of Financial Education. This research allows the exploration of other Mathematics themes and the search for strategies that result in more meaningful learning, in which students feel truly motivated to learn in a practical and contextualized way.