Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Gomes, Samuel José Fraga Ramos
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| Orientador(a): |
Machado, Vânia Lúcia
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| Banca de defesa: |
Machado, Vânia Lúcia,
Ribeiro, José Pedro Machado,
Pimenta, Adelino Candido |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
PROFMAT - Programa de Pós-graduação em Matemática em Rede Nacional - Sociedade Brasileira de Matemática (IME)
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| Departamento: |
Instituto de Matemática e Estatística - IME (RG)
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| País: |
Brasil
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| 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: |
http://repositorio.bc.ufg.br/tede/handle/tede/11485
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Resumo: |
The daily reality of the educational environment, in public primary school institutions, raises our awareness and concerns. Realizing that in this scenario there are children full of dreams that, for the most part, may not come true due to a lack of public and social policies to support them, drives us to conduct this research with hope and seriousness. In the midst of a sanitary crisis, resulting from the coronavirus pandemic, several aspects have been observed to reinforce, not only to a consolidation of the social and economic inequality in Brazil, but beyond that, it is moving towards the establishment of a democratic, educational, social and economic setback in the country. These setbacks are potentiated by the impacts of the pandemic, however, the virus alone cannot be blamed for all the existing problems in society, installed before its emergence. More than the search for culprits, it is necessary for society to assume a common political responsibility, aiming at a constant screening of democracy. Studies about Critical Mathematics Education (CME) alert to the need of a dialogue-based approach, that highlights real life situations experienced by the students in their daily life, and aligns the purely mathematical skills up with the democratic skills, providing the individual with critical reflective competence and promoting the possibility that learning becomes more meaningful, not only in regards to the math content. Therefore, the Financial Citizenship (FC) is based, theoretically, in the promotion of four principles: Financial Education (FE), Financial Inclusion (FI), National Financial System (NFS) consumer protection and popular participation in the country’s economic process. In fact, developed remotely, this research coordinates a thematic convergence between CME and FC, aiming to summarize Brazil’s historical context regarding FE, also, to report about the Brazilian population consumption patterns, and point out the present condition of the educational system, focusing on Critical Education (CE), Mathematics Education (ME) and Financial Mathematics (FM), which are, apparently, stagnant, despite the great technological advances in the last decades. Therefore, contents are addressed through primary education activities which cover the study of percentage discounts, interest rate concepts, ratio and proportion and inflationary indicators. On the other hand, this proposal supports the condition of a more critical and reflective approach to citizenship, and, specifically, complemented by a possible interdisciplinary conversation, through extracurricular school math. Therefore, the developed activities were based on the critical perspective, which aims to further a debate over social needs |
