A perspectiva histórico-crítica na educação financeira no ensino médio

Abstract

The present research deals with an approach to the content of Financial Mathematics, from the perspective of Historical-Critical Pedagogy (HCP), developed by Dermeval Saviani and taught by João Luiz Gasparin. The teaching of financial education at school has a significant role in the formation of individuals in society; however, the logic of capital systematically intervenes in the school curriculum in order to perpetuate the maintenance of the status quo. The contemporary school fulfills an assistentialist role aimed at serving the working class, as Libâneo points out. In this sense, it is necessary to defend and fight to ensure that the school is not a space for the perpetuation of social inequalities. The research subjects were high school students, from an elective subject entitled Financial Mathematics, held at the Center for Teaching and Research Applied to Education of the Federal University of Goiás (CEPAE - UFG) located in the metropolitan region of the city of Goiânia, Goiás. The general objective of this research is centered on the analysis of the didactic sequence elaborated by the researcher, who, with the epistemological support of the HCP, seeks to answer the following concern: what are the contributions to the teachers’ practice as they develop the teaching of education financial through Historical-Critical Pedagogy? Moreover, how does the teachers perceive that they can contribute to the critical formation of students? The didactic sequence was developed throughout the school semester and has had as a guiding principle the promotion of dialogue between peers and critical reflection of the elements addressed, through pedagogical praxis, which aims at the interaction between content and concrete reality, thus resulting in the reality transformation. Furthermore, the structuring of the contents in the light of the PHC resulted in a deeper reflection on the production of meanings for the teaching practice, since the importance of adopting this approach to their practice in the classroom was perceived, thus benefiting teachers and students. It is expected that this research will become important for future discussions regarding the teaching of financial education and teaching practice guided by Historical-Critical Pedagogy.