A integração da educação financeira e do empreendedorismo no processo de ensino-aprendizagem de estudantes em uma escola de Ipiranga do Piauí

Abstract

This study aimed to develop and evaluate a pedagogical intervention proposal based on Project-Based Learning (PBL), integrating mathematics, financial education, and entrepreneurship through the progressive development of four Entrepreneurial Skills (ES). The research, with a qualitative-quantitative approach and action-research design, was conducted with nineteen ninth-grade students from a municipal public school in Ipiranga do Piauí and involved the collaboration of six local entrepreneurs. The methodological approach included an initial diagnosis, interactive lectures, field research, statistical data analysis, a study of financial mathematics and digital marketing concepts, culminating in the organization of an entrepreneurship fair for the practical application of the acquired knowledge. The results showed significant progress in the students' mathematical and financial literacy, especially in the understanding and application of concepts such as percentage, simple interest, profit margin, pricing, and data analysis. The study also observed the development of financial literacy skills related to price setting, cost and profit margin calculation, financial decision-making, and marketing strategies, as well as strengthening the protagonism, cooperation, and autonomy of the participants. It concludes that the proposal achieved its objectives by promoting the integration of mathematical, financial, and entrepreneurial knowledge, bringing school content closer to the socioeconomic reality of students and contributing to the formation of more critical and conscious citizens. As a future perspective, it is suggested to expand the development of these skills to the context of family financial education, strengthening practices of planning, saving and conscious consumption.