Matemática e educação financeira: uma revisão integrativa sobre as possibilidades para o ensino médio

Abstract

Throughout the history of humanity, Mathematics has always contributed to the understanding of various aspects of the world around us, and in education, it is no different. In the face of the various reforms that the curriculum of basic education has undergone and recognizing a theme with real and significant demands, the objective of this study aimed to investigate the possibilities for the development of Financial Education based on the knowledge of the field of Mathematics presented in High School. Methodologically, it has a qualitative nature, relying on an integrative literature review based on 9 dissertations from different master's programs in Mathematics collected from the Brazilian Digital Library of Theses and Dissertations, with a time frame for productions that are subsequent to 2018. The theoretical foundation presents three theoretical categories revisited in the discussion, mentioning conceptual aspects of Financial Education, the curriculum, and some perspectives in Mathematics Education. The results demonstrated that there are already methodological paths to be followed for financial literacy based on mathematical content, as well as a facilitation of the acquisition of financial skills when translating concepts into practical analyses and an expansion of teaching practice through the implementation of the perspectives: Modeling, Problem Solving, Te’chnology for Teaching, and Ethnomathematics. Ultimately, the study highlights the highlighting of Mathematics in a critical context that allows, through its integrative dimension, the exploration of everyday problems related to dealing with money.