A educação financeira no ensino médio da escola em tempo integral do Paraná
Financial education became part of Paraná full-time schools in 2021, as a subject of the diversified curriculum base. believing in the importance of bringing this subject to knowledge and discussion, the present work seeks to present how this educational change was implemented and implemented, as we...
| Autor principal: | Zat, Silvana Lourdes |
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| Formato: | Dissertação |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2022
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/29509 |
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| Resumo: |
Financial education became part of Paraná full-time schools in 2021, as a subject of the diversified curriculum base. believing in the importance of bringing this subject to knowledge and discussion, the present work seeks to present how this educational change was implemented and implemented, as well as to discuss from a critical perspective how financial education is being approached within the scope of this curricular change, through analysis of the lesson plan and teaching materials made available by the paraná state department of education and sport (SEED). The research was qualitative in nature, based on document analysis and content analysis proposed by Bardin (1977). Financial education being one of the first, second and third year of high school, in the year 2021, of the full-time school institutions of paraná.The choice of document analysis is due to the fact that this curricular insertion is made official through the publication and dissemination of documents that instruct, inform and regulate the insertion of the subject in the school curriculum in this way, the research was based on these three methodological moments: the pre-analysis, aimed at data collection, the second moment of the research, the exploration of the material, was the delimitation of the classes and also of the materials that would be analyzed, initiating a reading all the material in order to identify expressions directly related to the concept of financial education and making cuts in order to extract excerpts from the material directly and indirectly associated with frequent expressions. These excerpts were categorized and gave rise to four categories of analysis, each one composed of two subcategories. “money”, composed of the subcategories: “money - concept” and “relationship between the subject and money”; “financial education” and consists of the subcategories: “what is financial education” and “for whom is financial education important; “consumption”, formed by the subcategories: “consumption: need x emotion” and “conscious consumption and consumption that results in debt” and “financial prosperity” consisting of the subcategories: “financial prosperity and its behavioral traits” and “who is financially prosperous” . The last moment was the treatment of the results, deductions, interpretations of the constructed data, based on the reasoning of the analyzed categories. After these analyzes it was found that financial education, as a curricular subject, is part of the educational context of Paraná. However, it is necessary to emphasize that the teaching materials need to improve a lot in order to provide greater support to teachers, in a more transparent way and with a more effective participation of them in the elaboration of this material. Still, financial education still has a lot to contribute within the school environment and consequently in the construction of future generations more responsible in terms of finances. |
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