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Literacia financeira de professores do ensino médio no Estado de Minas Gerais, Brasil
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É crescente o número de evidências que mostram a necessidade de preparar os alunos para fazer escolhas financeiras conscientes. No entanto, muitos estudos tendem a associar a educação financeira apenas à disciplina de Matemática financeira, e de forma superficial. O objetivo deste estudo foi analisar como a literacia financeira é implementada pelos professores de forma transversal no ensino médio no Estado de Minas Gerais no Brasil. O estudo adotou uma abordagem qualitativa com um componente quantitativo. Foram aplicados questionários a professores de duas escolas públicas e uma particular, e posteriormente, 12 desses professores, foram entrevistados. As entrevistas abordaram a experiência em docência, desafios na implementação da educação financeira e interesse em formação na área. Os resultados revelaram uma notável diversidade nas concepções dos professores sobre alfabetização financeira. Algumas visões priorizaram aspectos matemáticos e práticos da gestão financeira, enquanto outras incorporaram aspectos comportamentais e éticos. As dificuldades percebidas pelos professores na implementação da alfabetização financeira foram variadas, devido à falta de formação específica à necessidade de métodos didáticos mais eficazes para transmitir conceitos financeiros complexos. No que diz respeito ao nível de conhecimento financeiro dos professores, foi observada uma ampla gama de competências e habilidades, com algumas lacunas que podem ser aprimoradas. Isso destaca a importância de programas de formação contínua específicos e materiais didáticos adequados. Em conclusão, este estudo enfatiza a complexidade da alfabetização financeira e a necessidade de uma abordagem pedagógica flexível e abrangente. Recomenda-se o aprimoramento de programas de formação contínua específicos, o desenvolvimento de materiais didáticos adequados e a criação de espaços de reflexão e troca de experiências entre os professores. Assim, a pesquisa pretendeu contribuir para a promoção de uma educação financeira sólida, que prepare os jovens para enfrentar os desafios financeiros do mundo contemporâneo.
There is a growing body of evidence showing the need to prepare students to make conscious financial choices. However, many studies tend to associate financial education only with the subject of financial mathematics, and in a superficial way. The aim of this study was to analyze how financial literacy is implemented by teachers across the board in secondary education in the state of Minas Gerais in Brazil. The study adopted a qualitative approach with a quantitative component. Questionnaires were administered to teachers from two public schools and one private school. Subsequently, 12 of these teachers. The interviews covered teaching experience, challenges in implementing financial education and interest in training in the area. The results revealed a remarkable diversity in the teachers' conceptions of financial literacy. Some views prioritized mathematical and practical aspects of financial management, while others incorporated behavioral and ethical aspects. The difficulties perceived by teachers in implementing financial literacy were varied, ranging from a lack of specific training to the need for more effective teaching methods to convey complex financial concepts. With regard to teachers' level of financial knowledge, a wide range of skills and abilities were observed, with some gaps that could be improved. This highlights the importance of specific continuing education programs and appropriate teaching materials. In conclusion, this study emphasizes the complexity of financial literacy and the need for a flexible and comprehensive pedagogical approach. It recommends improving specific continuing education programs, developing suitable teaching materials and creating spaces for teachers to reflect and exchange experiences. In this way, the research aimed to contribute to the promotion of sound financial education, which prepares young people to face the financial challenges of the contemporary world.
There is a growing body of evidence showing the need to prepare students to make conscious financial choices. However, many studies tend to associate financial education only with the subject of financial mathematics, and in a superficial way. The aim of this study was to analyze how financial literacy is implemented by teachers across the board in secondary education in the state of Minas Gerais in Brazil. The study adopted a qualitative approach with a quantitative component. Questionnaires were administered to teachers from two public schools and one private school. Subsequently, 12 of these teachers. The interviews covered teaching experience, challenges in implementing financial education and interest in training in the area. The results revealed a remarkable diversity in the teachers' conceptions of financial literacy. Some views prioritized mathematical and practical aspects of financial management, while others incorporated behavioral and ethical aspects. The difficulties perceived by teachers in implementing financial literacy were varied, ranging from a lack of specific training to the need for more effective teaching methods to convey complex financial concepts. With regard to teachers' level of financial knowledge, a wide range of skills and abilities were observed, with some gaps that could be improved. This highlights the importance of specific continuing education programs and appropriate teaching materials. In conclusion, this study emphasizes the complexity of financial literacy and the need for a flexible and comprehensive pedagogical approach. It recommends improving specific continuing education programs, developing suitable teaching materials and creating spaces for teachers to reflect and exchange experiences. In this way, the research aimed to contribute to the promotion of sound financial education, which prepares young people to face the financial challenges of the contemporary world.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade de Inovação em Educação), 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Literacia financeira Educação financeira Competências Ensino médio - Brasil Dissertações de mestrado - 2023