Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Sena, Franco Deyvis Lima de
 |
| Orientador(a): |
Coutinho, Cileda de Queiroz e Silva |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação Matemática
|
| Departamento: |
Faculdade de Ciências Exatas e Tecnologia
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/20154
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Resumo: |
Based on personal experiences, or of which we had knowledge through reading academic work, we started this research after noticing possible similarities between Financial Literacy and structures of Statistical Thinking and Statistical Literacy. We then establish the following question: What elements of Statistical Thinking and Statistical Literacy would identified in the mobilization of knowledge related to Financial Literacy? In order to answer it, we present as objectives: to investigate definitions and main parameters adopted when working with education and financial literacy in Brazil; to investigate possible relationships of Financial Literacy with elements of Statistical Thinking and Literacy; and identify structural elements of Statistical Thinking and Literacy present in the mobilization of knowledge related to Financial Literacy. In order to do this, we announced in chapter 1, in addition to the problematic and objectives of the research, the presuppositions of a Didactic Engineering as a chosen method to subsidize the search for satisfactory answers to the questions that guide our work. In chapter 2 we present how it is situated and what we adopt as Financial Education, its relevance and implementation in the Brazilian scenario, through the official documents presented. Also in this chapter, we outline what we take for Literacy and Financial Literacy. Then, in chapter 3, we present our literature review, aiming to situate how some elements of our work were approached in different academic research, as well as highlighting aspects of novelty. In Chapter 4, we seek to understand and describe definitions about the structures of Statistical Thinking and Statistical Literacy, in order to analyze possible similarities with elements present / necessary to Financial Literacy. In chapter 5, we describe our a priori analysis, which addresses a proposal of a didactic sequence, aiming to provide information and validate the conjectures raised, showing how the experiment occurred, as well as our posteriori analysis. Finally, in chapter 6, we set out our final considerations about the research and the results obtained in its course |
