Juros, consumo e meio ambiente: um olhar para a Educação Financeira presente no livro didático do Ensino Médio da Educação de Jovens, Adultos e Idosos
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Data
2023-01-09
Autores
Merola, Rafael de Moraes
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Educação de Jovens, Adultos e Idosos (EJAI) é um espaço de luta e resistência de alunos em um processo de busca pelo direito básico da educação. A existência de uma modalidade voltada para este grupo é reflexo de uma sociedade desigual que não assegurou a escola para as crianças e adolescentes do passado. Nesse sentido, os alunos da EJAI têm em sua trajetória a perseverança de continuar resistindo as ações da classe dominante, submetendo-os as suas decisões, valendo-se da falta de conhecimento das pessoas não escolarizadas e analfabetas para demarcá-las em uma posição restrita e submissa. Na busca de contribuir com a modalidade em discussões favoráveis a favor dos estudantes, a presente pesquisa tem como objetivo compreender as possibilidades e limitações que se apresentam sobre a Educação Financeira no livro didático do Ensino Médio da Educação de Jovens, Adultos e Idosos. Para a realização deste estudo, foi utilizada uma abordagem qualitativa do tipo documental, em que a fonte de dados foi composta pela coleção de livros didáticos “Viver, Aprender” da editora Global, sendo esta, a única obra direcionada para o Ensino Médio da EJAI no Brasil. Como lente teórica, assumimos a Educação Matemática Crítica e as suas preocupações em relação ao propósito do ensino da matemática na formação do aluno. Estas concepções se aliam ao decorrer da pesquisa com às orientações para a EJAI e aos referenciais da Educação Financeira, construindo uma base teórica para a análise do livro didático. Observamos que o material apresenta uma predominância de discussões ligadas ao consumo e as suas relações como o meio ambiente, assim como mostra as suas concepções sobre os juros, expondo a influência dele no cotidiano da população. Ao olhar para os seguintes temas, identificamos uma narrativa ligada a valorização das grandes organizações, de forma que, em seus argumentos, o livro didático acaba por dar indícios de uma culpabilização do cidadão em problematizações sobre pagamento de cartão de crédito, endividamento, poluição, dentre outros, colocando a responsabilidade destas questões apenas a cargo do indivíduo, omitindo outros responsáveis nas suas explicações. Apesar dessa narrativa predominante no material, acreditamos que os temas propostos pelo livro didático apresentam potencialidades para uma abordagem crítica, através de desdobramentos que valorizem o contexto do aluno da EJAI e suas percepções sobre estes assuntos a partir de sua leitura de mundo. Aliando estes temas com os referenciais teóricos que contribuem para uma reflexão crítica, buscamos problematizar outras possíveis discussões sobre o mesmo assunto, intencionadas pela busca do rompimento de sistemas neoliberais, a favor da libertação destes sujeitos em meio a dominação social.
Youth, Adult and Elderly Education (EJAI) is a space for student struggle and resistance in a process of seeking the basic right to education. The existence of a modality aimed at this group reflects an unequal society that did not guarantee school for children and adolescents in the past. In this sense, EJAI students have in their trajectory the perseverance of continuing to resist the actions of the ruling class, submitting them to its decisions, taking advantage of the lack of knowledge of uneducated and illiterate people to demarcate them in a restricted position and submissive. In the quest to contribute to the modality in favorable discussions in favor of students, this research aims to understand which possible discussions on Financial Education are found in the textbook of Secondary Education of Youth, Adult and Elderly Education (EJAI). To carry out this study, a qualitative approach of the documentary type was used, in which the data source was composed of the collection of textbooks "Viver, Aprender" from the Global publishing house, which is the only work directed to the High School of EJAI in Brazil. As a theoretical lens, we assume Critical Mathematics Education and its concerns regarding the purpose of teaching mathematics in student education. These conceptions are combined during the research with the guidelines for the EJAI and the references of Financial Education, building a theoretical basis for the analysis of the textbook. We observed that the material presents a predominance of discussions related to consumption and its relationship with the environment, as well as showing its conceptions about interest, exposing its influence on the daily life of the population. When looking at the following themes, we identified a narrative linked to the appreciation of large organizations, so that, in its arguments, the textbook ends up giving evidence of blaming the citizen in problematizations about credit card payment, indebtedness, pollution, among others, placing the responsibility for these issues solely on the individual's responsibility, omitting other responsible parties in their explanations. Despite this predominant narrative in the material, we believe that the themes proposed by the textbook have the potential for a critical approach, through developments that value the context of EJAI students and their perceptions about these subjects from their reading of the world. Combining these themes with the theoretical references that contribute to a critical reflection, we seek to problematize other possible discussions on the same subject, intended by the search for the rupture of neoliberal systems, in favor of the liberation of these subjects in the face of social domination.
Youth, Adult and Elderly Education (EJAI) is a space for student struggle and resistance in a process of seeking the basic right to education. The existence of a modality aimed at this group reflects an unequal society that did not guarantee school for children and adolescents in the past. In this sense, EJAI students have in their trajectory the perseverance of continuing to resist the actions of the ruling class, submitting them to its decisions, taking advantage of the lack of knowledge of uneducated and illiterate people to demarcate them in a restricted position and submissive. In the quest to contribute to the modality in favorable discussions in favor of students, this research aims to understand which possible discussions on Financial Education are found in the textbook of Secondary Education of Youth, Adult and Elderly Education (EJAI). To carry out this study, a qualitative approach of the documentary type was used, in which the data source was composed of the collection of textbooks "Viver, Aprender" from the Global publishing house, which is the only work directed to the High School of EJAI in Brazil. As a theoretical lens, we assume Critical Mathematics Education and its concerns regarding the purpose of teaching mathematics in student education. These conceptions are combined during the research with the guidelines for the EJAI and the references of Financial Education, building a theoretical basis for the analysis of the textbook. We observed that the material presents a predominance of discussions related to consumption and its relationship with the environment, as well as showing its conceptions about interest, exposing its influence on the daily life of the population. When looking at the following themes, we identified a narrative linked to the appreciation of large organizations, so that, in its arguments, the textbook ends up giving evidence of blaming the citizen in problematizations about credit card payment, indebtedness, pollution, among others, placing the responsibility for these issues solely on the individual's responsibility, omitting other responsible parties in their explanations. Despite this predominant narrative in the material, we believe that the themes proposed by the textbook have the potential for a critical approach, through developments that value the context of EJAI students and their perceptions about these subjects from their reading of the world. Combining these themes with the theoretical references that contribute to a critical reflection, we seek to problematize other possible discussions on the same subject, intended by the search for the rupture of neoliberal systems, in favor of the liberation of these subjects in the face of social domination.
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Educação financeira, Educação de jovens e adultos, Livros didáticos, Financial education, Youth and adult education, Mathematics education, Textbooks