Educação financeira como tema transversal na BNCC : estado da arte, contribuições e lacunas no componente de língua portuguesa no ensino médio

Abstract

This article presents a mapping of post-BNCC academic production on Financial Education, aiming to understand how the topic has been addressed in recent literature and to what extent it relates to the Portuguese Language component in upper secondary education. This exploratory and documental study followed the methodological guidelines of Romanowski and Ens (2006) for state-of-the-art research, conducting systematic searches in the CAPES Periódicos database, SciELO, Google Scholar, and the CAPES Theses and Dissertations Catalog, considering publications from 2019 to 2025. The results show that national research remains heavily concentrated in the field of Mathematics Education, generally linked to the teaching of Financial Mathematics and to didactic intervention proposals. A significant gap was identified regarding the participation of the Portuguese Language component, despite BNCC assigning a central role to language practices in the development of students’ critical skills, especially within contexts of digital culture and consumption. Some studies point to possible intersections, involving critical reading, discourse analysis, and the problematization of everyday financial practices. The findings reinforce the need to broaden the debate on the role of Portuguese Language teaching in constructing an expanded notion of financial literacy