Uma proposta pedagógica com resolução de problemas para a construção de uma educação financeira no ensino médio

Abstract

Contemporary society, shaped by the capitalist system, has encouraged disordered consumption practices, often disconnected from the satisfaction of real needs. The facilitated access to credit, especially through credit cards, contributes to the increase in Brazilian household indebtedness, highlighting the lack of solid financial education. In this context, this study aims to investigate the advantages of using the Problem-Solving methodology in building knowledge related to Financial Education for high school students. The research is based on the hypothesis that, by working with real and contextualized situations, students will be able to critically reflect on their consumption practices and develop skills that assist them in making more conscious and sustainable financial decisions. To this end, the study proposes to identify research on financial education in high school, recognize studies that apply the problem-solving methodology, elaborate a pedagogical proposal articulating both fields, and implement it in a high school setting. Data collection will be carried out through interviews, questionnaires, student notebooks, field diaries, and recordings, enabling the analysis of the characteristics of a pedagogical proposal focused on teaching and learning financial concepts. The relevance of this research lies in the growing indebtedness of the Brazilian population, associated with the indiscriminate use of credit cards and the low level of financial literacy, which reinforces the need for educational practices that promote ethical, social, and environmental values. It is expected that the Problem-Solving methodology will contribute to the contextualization of Financial Mathematics, bringing it closer to students’ realities and fostering the formation of critical, responsible, and socially conscious citizens