Educação Financeira em livros didáticos dos Anos Finais do Ensino Fundamental

um olhar para o contexto das tarefas

Abstract

This article is a result of a project included in “Financial Education from a critical perspective” course, offered in the Postgraduate Program in Mathematics Education, at the São Paulo State University (UNESP), Rio Claro. The aim was to understand the contexts of Financial Education (FE) tasks present in a middle school textbook collection. To do this, the definition of School Financial Education and references to real-life task contexts were taken into consideration, which is divided into real and semi-real, which in turn can be reasonable or unreasonable. Based on this proposition, the 23 tasks found in the FE sections in this collection were categorized, 10 with real contexts and 13 with semi-real contexts, divided into 11 reasonable and two unreasonable. Although all the tasks are in the context of reality, the lack of proposals with discussions that went beyond mathematical calculations drew attention. Thus, integrating the ideas of FE into the critical perspective, it is imperative to point out more discussions and reflections in the context of FE in textbooks so that it can provoke, in the users of these books, a critical look at the functioning of society with financial involvement, which go beyond personal finances and encompass family and societal dimensions.