A educação financeira nos cursos de Licenciatura em Matemática da Universidade Estadual Paulista - Unesp
Data
2021-12-16
Autores
Hartmann, Andrei Luís Berres
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ISSN da Revista
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Educação Financeira passou a ganhar ênfase a partir da definição e apontamentos produzidos pela Organização para a Cooperação e Desenvolvimento Econômico (OCDE). Movido pela OCDE, o Brasil elaborou sua estratégia nacional para a difusão da temática, também se preocupando com a inclusão da Educação Financeira nos ambientes escolares. A Base Nacional Comum Curricular (BNCC), documento normativo da Educação Básica no Brasil, incorporou a Educação Financeira como uma temática de grande importância na vida humana e contemporaneidade. Apesar de mencionar o tema como um assunto transversal e integrador, a Educação Financeira está presente na BNCC absolutamente relacionada as habilidades e competências de Matemática, o que nos gera preocupações sobre a formação dos futuros professores dessa área. Nesse sentido, ao considerarmos a instituição responsável pelo programa de pós-graduação em que este trabalho está relacionado, nos indagamos: de que maneiras a Educação Financeira se faz presente e influencia a formação inicial nos Cursos de Licenciatura em Matemática da Universidade Estadual Paulista (Unesp)? Assim, objetivamos identificar, analisar e discutir a Educação Financeira nos Cursos de Licenciatura em Matemática da Unesp, à luz da Educação Matemática Crítica. Assumimos as lentes teóricas da Educação Matemática Crítica, a partir de relações entre a temática principal e os conceitos de matemacia, matemática em ação, ambientes de aprendizagem com foco nos cenários para investigação, diálogo e tomada de decisão. A partir da abordagem qualitativa de pesquisa, adotamos três procedimentos de produção de dados: análise documental dos Projetos Político Pedagógicos (PPP) e planos de ensino das disciplinas dos Cursos de Licenciatura em Matemática da Unesp, questionários com licenciandos em Matemática dessa instituição e entrevistas semiestruturadas com docentes dos cursos supracitados. A análise documental das seis unidades, em que o Curso de Licenciatura em Matemática é ofertado, nos permitiu identificar menções à Educação Financeira em três câmpus: Bauru (disciplina Educação Financeira), Rio Claro (disciplina Educação Financeira numa Perspectiva Crítica) e São José do Rio Preto (disciplina Introdução à Matemática Financeira). Dessa forma, esse procedimento serviu de recorte de locus da pesquisa. Por meio da Análise de Conteúdo, exploramos os dados coletados pelos questionários (19 licenciandos) e entrevistas (3 docentes), conduzidos pelas três principais fases: pré-análise; exploração do material, e; tratamento dos resultados, inferência e interpretação. Através das 11 unidades de registro, a técnica da análise categorial nos revelou quatro categorias: insuficiência da Matemática Financeira para a condução da Educação Financeira; Educação Financeira para a formação de futuros professores de Matemática da Educação Básica; contribuições da Educação Financeira para a vivência crítica, democrática e cidadã, e; concepções de Educação Financeira na formação inicial. Foi possível concluir que a Matemática Financeira está, predominantemente, presente nos Cursos de Licenciatura em Matemática da Unesp, em comparação à Educação Financeira. Também, que ao discutir a Educação Financeira na formação inicial, as reflexões e atividades precisam ir além de conteúdos matemáticos e favorecerem relações com a Educação Básica, rumo ao desenvolvimento de uma conscientização crítica, política, social, econômica e cidadã.
The Financial Education began to gain emphasis when its definition and notes were produced by the Organisation for Economic Co-operation and Development (OECD). Based on the OECD, Brazil drew up its national strategy for the dissemination of the topic, which was also concerned with the inclusion of Financial Education in school environment. Brazil’s National Common Curricular Base (BNCC in the Brazilian acronym) is a normative document that stablishes the common core of basic education in Brazil, and has incorporated Financial Education as a topic of great importance in human life and contemporaneity. Despite mentioning the topic as a cross-cutting and integrating subject, Financial Education is presented at BNCC as a topic absolutely related to Mathematics skills and competences, fact that raises concerns about the training of future teachers in this area. In this sense, when considering the institution responsible for the graduate program to which this work is related, we asked ourselves: in what ways is Financial Education presented and how does it influence the initial training in Mathematics teaching Courses at the Universidade Estadual Paulista (Unesp)? Thus, we aim to identify, analyze and discuss Financial Education in Unesp’s Degree Courses in Mathematics, in the light of Critical Mathematics Education. We assume the theoretical aspects of Critical Mathematics Education, based on the relationship between the main topic and the concepts of mathematics; mathematics in action; learning environments with a focus on scenarios for investigation; dialogue; and decision-making. Based on the qualitative research approach, we adopted three data production procedures: i) document analysis of the Pedagogical Political Projects (PPP) and teaching plans for the disciplines of the Mathematics Courses at Unesp; ii) questionnaires with Mathematics undergraduates from this institution and; iii) semi-structured interviews with professors of those courses. The documentary analysis of the six university’s units (Bauru, Guaratinguetá, Ilha Solteira, Presidente Prudente, Rio Claro and São José do Rio Preto) in which the Mathematics degree is offered, allowed us to identify references to Financial Education in three campuses: Bauru, Rio Claro and São José do Rio Preto. In those university units, the following subjects were identified: Financial Education, Financial Education in a Critical Perspective, and Introduction to Financial Mathematics. In this way, this procedure served as a locus of research. Through Content Analysis, we explored the data collected through questionnaires (19 undergraduates) and interviews (3 professors), which were conducted through the three main phases: pre-analysis; exploration of the material, and; treatment of results, inference and interpretation. Through the 11 registration elements, the categorical analysis technique revealed four categories: insufficiency of Financial Mathematics for conducting Financial Education; Financial Education for the training of future Basic Education Mathematics teachers; contributions of Financial Education to a critical, democratic and citizen experience, and; conceptions of Financial Education in initial teaching training. Through the analyzed topics, it was possible to conclude that Financial Mathematics is predominantly present in Unesp’s Degree Courses in Mathematics, when compared to Financial Education. Besides, when discussing Financial Education in initial training, reflections and activities need to go beyond mathematical content and allow relationships with Basic Education, towards development a critical, political, social, economic and citizen awareness.
The Financial Education began to gain emphasis when its definition and notes were produced by the Organisation for Economic Co-operation and Development (OECD). Based on the OECD, Brazil drew up its national strategy for the dissemination of the topic, which was also concerned with the inclusion of Financial Education in school environment. Brazil’s National Common Curricular Base (BNCC in the Brazilian acronym) is a normative document that stablishes the common core of basic education in Brazil, and has incorporated Financial Education as a topic of great importance in human life and contemporaneity. Despite mentioning the topic as a cross-cutting and integrating subject, Financial Education is presented at BNCC as a topic absolutely related to Mathematics skills and competences, fact that raises concerns about the training of future teachers in this area. In this sense, when considering the institution responsible for the graduate program to which this work is related, we asked ourselves: in what ways is Financial Education presented and how does it influence the initial training in Mathematics teaching Courses at the Universidade Estadual Paulista (Unesp)? Thus, we aim to identify, analyze and discuss Financial Education in Unesp’s Degree Courses in Mathematics, in the light of Critical Mathematics Education. We assume the theoretical aspects of Critical Mathematics Education, based on the relationship between the main topic and the concepts of mathematics; mathematics in action; learning environments with a focus on scenarios for investigation; dialogue; and decision-making. Based on the qualitative research approach, we adopted three data production procedures: i) document analysis of the Pedagogical Political Projects (PPP) and teaching plans for the disciplines of the Mathematics Courses at Unesp; ii) questionnaires with Mathematics undergraduates from this institution and; iii) semi-structured interviews with professors of those courses. The documentary analysis of the six university’s units (Bauru, Guaratinguetá, Ilha Solteira, Presidente Prudente, Rio Claro and São José do Rio Preto) in which the Mathematics degree is offered, allowed us to identify references to Financial Education in three campuses: Bauru, Rio Claro and São José do Rio Preto. In those university units, the following subjects were identified: Financial Education, Financial Education in a Critical Perspective, and Introduction to Financial Mathematics. In this way, this procedure served as a locus of research. Through Content Analysis, we explored the data collected through questionnaires (19 undergraduates) and interviews (3 professors), which were conducted through the three main phases: pre-analysis; exploration of the material, and; treatment of results, inference and interpretation. Through the 11 registration elements, the categorical analysis technique revealed four categories: insufficiency of Financial Mathematics for conducting Financial Education; Financial Education for the training of future Basic Education Mathematics teachers; contributions of Financial Education to a critical, democratic and citizen experience, and; conceptions of Financial Education in initial teaching training. Through the analyzed topics, it was possible to conclude that Financial Mathematics is predominantly present in Unesp’s Degree Courses in Mathematics, when compared to Financial Education. Besides, when discussing Financial Education in initial training, reflections and activities need to go beyond mathematical content and allow relationships with Basic Education, towards development a critical, political, social, economic and citizen awareness.
Descrição
Palavras-chave
Educação Matemática, Educação Matemática crítica, Formação inicial, Currículo, Ensino superior, Mathematics education, Critical mathematics, Education, Initial formation, Curricula, University education