Educação financeira e educação matemática : uma ligação possível pela teoria antropológica do didático, no ensino fundamental I

• Ano de defesa: 2019
• Autor(a) principal: Damasceno, Alexandre Vinicius Campos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: Educação matemática; Educação financeira; Teoria antropológica do didático; CNPQ::OUTROS::CIENCIAS; Mathematical education; Financial education; Didactic anthropological theory
• Link de acesso: http://ri.ufmt.br/handle/1/5874

Recent, perhaps because it is associated with a new type of education being introduced in Brazilian education, Financial Education. Growing, motivated by more research on Financial Education and consequently reflecting in the area of Mathematical Education, as is the case of this work. But despite this moment of growth, it can still be considered incipient in terms of academic production in Brazil. The purpose of this discussion is based on an important field of the current World and National Economics (Microeconomics), which would be the “Economy of Individual Actions”, ie personal finance. To carry out this work it was necessary the fundamental presence of mathematical education, entering and based on the Anthropological Theory of Didactic - TAD. The TAD made it possible to combine the teaching of financial education and mathematics education, through praxeological studies, with PEP (Study and Research Path), whose construction of the activities consisted of a relationship, in which the subject himself was part of the construction of the study. KNOW, the object of study. All subsidized by the method of a qualitative approach, which met the very nature of TAD, permeated by a constant interaction of presence with the research subjects, the graduates of the Integrated Degree of FEMCI / IEMCI / UFPA. In a period of one academic semester, from the Federal University of Pará. The thesis culminated with the answer to the initial question of this paper, What praxeologies for a Financial Education can meet the requirements of society and Brazilian educational laws in the teaching of basic mathematics? Through the presentation of the Literacy Model in Financial Education. In which they were reflected with the theoretical bases of Chevallard and Brousseau. Such a model will play a fundamental role for classroom applicability, as it is constituted in this environment. Thus it is hoped that this research can contribute to the change of the sad reality, financial education and mathematics education in our state of Pará, and perhaps our Northern Region and Brazil.