Educação Matemática Crítica e o ensino de Matemática Financeira no Ensino Médio: uma proposta pedagógica

Abstract

This dissertation investigates the pedagogical tension between the traditionally technical teaching of Financial Mathematics and the need for a critical education that addresses indebtedness and promotes financial citizenship in High School. The central problem lies in the gap between an approach restricted to decontextualized formulas and the urgency of an educational practice that empowers students to read and intervene in their socioeconomic reality. The objective of this work is to critically analyze the pedagogical experience of the task "Monthly Expense Planning," developed by the author, examining its foundations, its curricular alignment, and its potential to foster the students' intellectual autonomy. The investigation is epistemologically grounded in Critical Mathematics Education, mobilizing the concept of mathemacy, the capacity to interpret and act in social situations structured by mathematics, and the notion of scenarios for investigation, in dialogue with a Freirean perspective of problem-posing education. Methodologically, it is characterized as qualitative and practical-reflective research, typical of a professional master's program. The empirical object is the didactic sequence applied to 3rd-year High School classes in the public network of Goiás, where students conducted a longitudinal record and analysis of their own financial data, integrating concepts of statistics, exponential functions, and amortization systems. The findings demonstrate that the task, by operating the transition from the "exercise paradigm" to a real-life investigation scenario, enabled the development of financial-economic mathemacy. The analysis evidenced the task's potential to lead students, through collecting and categorizing their expenses, to unveil consumption patterns, understand the formative power of compound interest, and exercise critical judgment by differentiating necessary and superfluous expenses. The practice proved to be aligned with the competencies of the Brazilian National Common Curricular Base (BNCC) and the state curriculum, transcending instrumental application to constitute itself as a tool for reading the world. As an educational product, the research offers the detailed didactic model of the task, a replicable and adaptable resource based on the premises of Critical Mathematics Education. Its contribution lies in expanding possibilities for teachers to organize classroom teaching through an approach that articulates mathematical rigor, socioeconomic contextualization, and education for autonomy, aiming at the intellectual and financial emancipation of students.