Neoliberalismo, consumismo e educação financeira: reflexões de cidadãos-professores-estudantes de pós-graduação em Educação Matemática
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2023-01-12
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Universidade Estadual Paulista (Unesp)
Resumo
No presente trabalho buscamos investigar os possíveis olhares, aspectos e/ou posturas que relacionem a Educação Financeira (EF) com o que cidadãos-professores-estudantes de pós-graduação em Educação Matemática trazem consigo e expressam ao discutirem algum tema relacionado à EF. Para isso, interrogamos ‘O que se mostra em diálogos de cidadãos-professores-estudantes de pós-graduação em Educação Matemática ao se reunirem para discutir temas correlatos à Educação Financeira?’. Compreender o interrogado nos levou a buscar diferentes pontos de vista sobre a EF. Com isso, nos debruçamos sobre uma concepção ligada à Organização para Cooperação e Desenvolvimento Econômico – OCDE, que valoriza as riquezas em detrimento das pessoas, e outra que busca uma EF reflexiva, que pense as relações entre sociedade e dinheiro para além do comprar e vender, contemplando também o âmbito social, ambiental, ético, psicológico e político. Além disso, observamos como, ao longo do tempo, a perspectiva da OCDE influenciou o Brasil a elaborar sua estratégia de EF. Defrontados com essa realidade e almejando percorrer nosso fenômeno, desenvolvemos uma pesquisa qualitativa, com análise fenomenológica. Os sujeitos desta pesquisa são estudantes da disciplina de ‘Educação Financeira em uma Perspectiva Crítica’ oferecida de maneira online pelo Programa de Pós-Graduação em Educação Matemática na Universidade Estadual Paulista (Unesp), Instituto de Geociências e Ciências Exatas, Rio Claro, durante 1º semestre de 2021, e ministrada pelo orientador deste trabalho. Estes alunos, para fins avaliativos, produziram um vídeo com temas correlatos à EF. Ademais, eles foram convidados a gravar os encontros que antecederam a produção dos vídeos, que se destinavam às discussões sobre eles, e, com isso, participar dessa pesquisa. Dessa forma, nossa constituição de dados se deu por meio dos diálogos dos discentes, que se dispuseram a gravar e ceder, de forma voluntária, as discussões realizadas durante o planejamento do vídeo. Nosso olhar, então, incidiu sobre estas falas, o que permitiu que a partir de nosso movimento interpretativo buscássemos compreender o que emerge sobre EF em tais discussões. A partir dos movimentos de análise ideográfica e nomotética, duas categorias despontaram durante nossa investigação, sendo elas: ‘Compreensões sobre relações entre escola, professores e Educação Financeira’ e ‘A ação do Neoliberalismo e da Sociedade de Consumo sobre os indivíduos’. A partir desses pontos, foi possível compreender que a EF é um campo complexo e que, ao envolver aspectos matemáticos e, principalmente, não matemáticos, pode auxiliar o estudante a se compreender no mundo e almejar transformações. Devido seu caráter político, percebemos que há pressões para que os professores não se posicionem quanto ao tema. Além disso, nos discursos dos sujeitos mostrou-se a forma como a sociedade neoliberal e de consumo age sobre as subjetividades dos indivíduos, perpetuando a pobreza e culpabilizando as pessoas, que transformadas em produtos precisam se vender, por suas falhas e infelicidade. Assim, entendemos que nossas categorias nos permitem expor o modo como compreendemos o investigado e nos instigam a almejar uma EF emancipatória.
In the present work, we seek to investigate the possible perspectives, aspects and/or postures that relate Financial Education (FE) to what citizens-teachers-postgraduate students in Mathematics Education bring with them and express when discuss a related topic to FE. For this, we asked 'What is shown in dialogues between citizens-teachers-postgraduate students in Mathematics Education when they get together to discuss themes related to Financial Education?'. Understanding our question led us to seek different points of view on FE. With this, we focus on a conception linked to the Organization for Economic Cooperation and Development - OECD, which values wealth to the detriment of people, and another that seeks a reflective FE, which thinks about the relationship between society and money beyond buying and selling, also contemplating the social, environmental, ethical, psychological and political spheres. In addition, we observe how, over time, the OECD perspective has influenced Brazil to develop its F strategy. Faced with this reality and aiming to explore our phenomenon, we developed a qualitative research with phenomenological analysis. The subjects of this research are students of the subject 'Financial Education in a Critical Perspective' offered online by the Graduate Program in Mathematics Education at Universidade Estadual Paulista (Unesp), Institute of Geosciences and Exact Sciences, Rio Claro, during the 1st semester of 2021, and taught by the supervisor of this work. These students, for evaluation purposes, produced a video with themes related to FE. Furthermore, they were invited to record the meetings that preceded the production of the videos, which were intended for discussions about them, and thus participate in this research. In this way, our data constitution took place through the dialogues of the students, who were willing to record and voluntarily give in, the discussions held during the planning of the video. Our gaze, then, focused on these speeches, which allowed us to seek to understand what emerges about FE in such discussions based on our interpretative movement. From the movements of ideographic and nomothetic analysis, two categories emerged during our investigation, namely: 'Understandings about the relationship between school, teachers and Financial Education' and 'The action of Neoliberalism and the Consumer Society on individuals'. From these points, it was possible to understand that FE is a complex field and that, by involving mathematical and, mainly, non-mathematical aspects, it can help the student to understand himself in the world and aim for transformations. Due to its political character, we realize that there is pressure for teachers not to take a stand on the subject. In addition, the subjects' speeches showed how the neoliberal and consumer society acts on the subjectivities of individuals, perpetuating poverty and blaming people, who, transformed into products they need to sell, for their failures and unhappiness. Thus, we understand that our categories allow us to expose the way in which we understand the investigated and instigate us to aim for an emancipatory FE.
In the present work, we seek to investigate the possible perspectives, aspects and/or postures that relate Financial Education (FE) to what citizens-teachers-postgraduate students in Mathematics Education bring with them and express when discuss a related topic to FE. For this, we asked 'What is shown in dialogues between citizens-teachers-postgraduate students in Mathematics Education when they get together to discuss themes related to Financial Education?'. Understanding our question led us to seek different points of view on FE. With this, we focus on a conception linked to the Organization for Economic Cooperation and Development - OECD, which values wealth to the detriment of people, and another that seeks a reflective FE, which thinks about the relationship between society and money beyond buying and selling, also contemplating the social, environmental, ethical, psychological and political spheres. In addition, we observe how, over time, the OECD perspective has influenced Brazil to develop its F strategy. Faced with this reality and aiming to explore our phenomenon, we developed a qualitative research with phenomenological analysis. The subjects of this research are students of the subject 'Financial Education in a Critical Perspective' offered online by the Graduate Program in Mathematics Education at Universidade Estadual Paulista (Unesp), Institute of Geosciences and Exact Sciences, Rio Claro, during the 1st semester of 2021, and taught by the supervisor of this work. These students, for evaluation purposes, produced a video with themes related to FE. Furthermore, they were invited to record the meetings that preceded the production of the videos, which were intended for discussions about them, and thus participate in this research. In this way, our data constitution took place through the dialogues of the students, who were willing to record and voluntarily give in, the discussions held during the planning of the video. Our gaze, then, focused on these speeches, which allowed us to seek to understand what emerges about FE in such discussions based on our interpretative movement. From the movements of ideographic and nomothetic analysis, two categories emerged during our investigation, namely: 'Understandings about the relationship between school, teachers and Financial Education' and 'The action of Neoliberalism and the Consumer Society on individuals'. From these points, it was possible to understand that FE is a complex field and that, by involving mathematical and, mainly, non-mathematical aspects, it can help the student to understand himself in the world and aim for transformations. Due to its political character, we realize that there is pressure for teachers not to take a stand on the subject. In addition, the subjects' speeches showed how the neoliberal and consumer society acts on the subjectivities of individuals, perpetuating poverty and blaming people, who, transformed into products they need to sell, for their failures and unhappiness. Thus, we understand that our categories allow us to expose the way in which we understand the investigated and instigate us to aim for an emancipatory FE.
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Educação financeira escolar, Consumo, Subjetividades, Análise fenomenológica, Educação emancipatória, School financial education, Consumption, Subjectivities, Phenomenological analysis, Emancipatory education