Educação Financeira e Formação Continuada de Professores: produção de atividade a partir da investigação matemática

Abstract

This study is financially supported by the Research Support Foundation of the State of Rio Grande do Sul, it is characterized as qualitative research and aims to investigate how the production of mathematical investigation tasks can contribute to the Financial Education teaching and learning processes, considering that the topic is present in the National Common Curricular Base and needs to be discussed. The research participants are Mathematics teachers from the final years of elementary and high school (public school, basic education) in a municipality in Rio Grande do Sul. The data produced from tasks, online questionnaires, and online audio and video recordings were analyzed through discursive textual analysis, resulting in two categories: a) investigative tasks elaboration, and b) teachers' perceptions regarding activity and the learning. Through this study, it is concluded that the teachers took on a more active role, were stimulated and motivated, valued group work, shared their thoughts, and succeeded in developing investigative tasks, which favored the development of autonomy, creativity, and critical thinking, strengthening the teaching and learning processes, contributing to the continuing education of teachers who are seeking knowledge to feel more confident and prepared to teach Financial Education in schools. It is hoped that the results will encourage research participants to adopt innovative methods in Mathematics classes, making them more dynamic and interactive for students.

 Keywords: Financial Education, Teaching, Learning, Teachers’ Formation.