Matemática financeira no Ensino Médio: uma abordagem sob a ótica da educação financeira dos discentes

Abstract

This work aims to present a didactic-pedagogical proposal for the teaching of Financial Mathematics under the aegis of Financial Education, aiming to contribute to a teaching action that promotes a meaningful teaching-learning process for the student on this subject and to stimulate the critical-reflexive spirit of the same in the face of financial situations in the school and, mainly, social context. The choice of theme is justified by the great importance of understanding and applying financial mathematical knowledge in practically all commercial transactions in the daily life of our young high school students, whose disability or lack of knowledge of them may compromise their effective insertion in society. market and the rational management of its finances. The study carried out in this work comes from bibliographical research, where books, scientific articles, congress annals and master's dissertations on the historical context and theoretical foundation of Financial Mathematics, the relevant concepts to Financial Education and the theory of Sequences were consulted. Didactics. As pedagogical instruments aimed at achieving the objectives proposed in this study, didactic sequences were suggested for high school, which include recommendations for classes directed at the teacher, with proposals for dynamic and contextualized activities, working on the interrelationship of Financial Mathematics topics financial education of its students. It is hoped, through these suggested sequences, that the teacher has enthusiasm and dynamism to administer their classes, avoiding methodologies characterized by mechanized teaching and guided by the repetition-memorization process, so that the approach to concepts aimed at Financial Education becomes become a believable reality and contribute significantly to the citizenship education of its students.