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Financial Education in Initial Formation for the Mathematics Teacher: Possibilities and Reflections Based on Freire's Point of View

Grant number: 22/13519-3
Support Opportunities:Scholarships in Brazil - Scientific Initiation
Effective date (Start): February 01, 2023
Effective date (End): December 31, 2023
Field of knowledge:Humanities - Education - Specific topics in Education
Principal Investigator:Ana Paula dos Santos Malheiros
Grantee:Ana Beatriz Paiva Cantareira
Host Institution: Instituto de Geociências e Ciências Exatas (IGCE). Universidade Estadual Paulista (UNESP). Campus de Rio Claro. Rio Claro , SP, Brazil

Abstract

The notes produced by the Organization for Economic Cooperation and Development (OECD), in 2005, were important for the promotion of Financial Education, although they consider this theme mostly associated with only economic aspects. Brazil, influenced by the OECD, created the National Strategy for Financial Education (ENEF) in 2011, but only with the National Common Curriculum Base (BNCC), in 2018, that Financial Education began to be explicitly included in the Basic Education curriculum. Brazilian. In this context, studies have indicated that the Mathematics teacher is primarily responsible for approaches to Financial Education in schools, which generate reflections on the initial training of teachers in this area. Thus, we ask ourselves: how to propose dialogic spaces on Financial Education in the initial formation of the Mathematics teacher, which addresses generating themes and reflects on the work of this theme in Basic Education? As a general objective of the study, we seek to promote spaces for dialogue and discussions on Financial Education in the initial training of the Mathematics teacher, which addresses generating themes and reflects on the work of this theme in Basic Education. Therefore, as a theoretical contribution, we consider Paulo Freire's notes, such as the importance of dialogue and liberating education, complemented by Critical Mathematics Education. From the qualitative interpretative approach of research, didactic activities will be elaborated and developed with undergraduates in Mathematics from a public university in São Paulo. We hope to contribute to relationships between Financial Education in Higher Education, especially in the training of Mathematics teachers, preparing them to work in Basic Education with a critical, social and democratic bias.

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