Educação financeira escolar no ensino médio e pensamento computacional: o orçamento doméstico como eixo norteador
Furkejuvvon:
| Váldodahkki: | |
|---|---|
| Almmustuhttinbeaivi: | 2025 |
| Materiálatiipa: | Doctoral thesis |
| Giella: | por |
| Gáldu: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/10180 |
Čoahkkáigeassu: | This study takes Financial Education (FE) as its central focus, a field that has increasingly demonstrated its relevance, particularly in fostering essential skills for decision-making in contemporary, consumption-driven societies. In Brazil, the National Common Curricular Base (BNCC) explicitly emphasizes the need to address FE-related themes within the context of individual and collective choices. In this regard, the present study is guided by the following research question: What are the implications of constructing a Household Budget, supported by a didactic sequence and grounded in the pillars of Computational Thinking, for the Financial Education of a group of high school students? Accordingly, the investigation sought to analyze the outcomes arising from the implementation of the designed didactic sequence (DS). The justification for this study is grounded primarily in a social need, as insufficient financial knowledge often leads individuals into debt and default, a reality evidenced on a monthly basis by the Consumer Indebtedness and Default Survey (PEIC), in addition to the curricular considerations previously discussed. In response to this context, an Educational Product (EP) was developed, consisting of a DS comprising ten activities, structured according to the Three Pedagogical Moments (3PM). The Household Budget (HB) served as the guiding axis of this sequence and, based on it, the study sought to explore pedagogical strategies for teaching concepts related to School Financial Education (SFE) to students in the third year of high school (HS). The investigation adopted a descriptive and qualitative approach, in which data production was conducted through multiple instruments, including questionnaires, assessment forms, participants’ written notes, interviews, student feedback, and a logbook maintained by the author. The EP was implemented over fifteen sessions and involved 33 students from a third-year HS class at a public state school located in Aurora do Pará, Pará. produced was examined according to the following categories: “a priori: “The contribution of School Financial Education and the household budget to the realization of dreams” and “emergent: The importance of teaching Financial Education in school”. The results provided evidence that the developed Educational Product, presented as instructional material and implemented with students, enabled participants to construct learning through the discussions undertaken during the activities. Thus, the proposal proved to be feasible in fostering processes of knowledge construction related to the themes addressed within School Financial Education. Finally, it should be noted that this thesis is accompanied by the EP, the central object of the present study, which is available on the websites of the Graduate Program in Science and Mathematics Education from University of Passo Fundo (https://www.upf.br/produtoseducacionais and https://www.upf.br/ppgecm/dissertacoes-e-teses/teses) and on the EduCapes Portal (https://educapes.capes.gov.br/handle/capes/1134446). |