Educação Matemática e Literacia: discussões sobre uma Literacia Financeira

Abstract

This article is an excerpt from the doctoral thesis on Financial Education aimed at the final years of Elementary School. It aims to offer a theoretical analysis with reflections on the concept of literacy, based on studies on: financial literacy and ethnomathematics, considering different social and cultural practices, based on three points: literacy, materacy and technoracy; the importance of numeracy in contemporary society, highlighting the need to develop quantitative skills to deal with data and information from the real world; Critical Mathematics Education as a way of promoting the active participation of students in the educational process, stimulating critical thinking about economic issues, highlighting aspects related to mathematics and mathematical literacy, which involve the mastery of mathematical concepts, the application of Mathematics in contexts social and political issues, and critical reflection on their use. As a result, we explore how these studies can contribute to the implementation of Financial Education in schools. An approach based on financial literacy and pillars for its development in Mathematics Education is proposed, emphasizing practical and contextualized approaches. This includes solving problems based on semi-real or real situations that promote the use of practices from different cultures, addressing a variety of financial issues essential to the formation of citizens capable of making informed decisions on this topic.