Uma proposta pedagógica com jogos para a construção de uma educação financeira nos anos finais do ensino fundamental

Abstract

The present research aims to analyze the contributions of playful methodologies to the teaching and learning process of Mathematics, with an emphasis on Financial Education, seeking to understand how differentiated pedagogical strategies can promote the development of logical reasoning, student participation, and the meaningful construction of knowledge. The research is based on the importance of making Mathematics teaching more attractive and contextualized, connecting contents to students’ realities, and promoting a more dynamic and meaningful learning experience. For this purpose, bibliographic research was initially conducted, based on authors who discuss Mathematics teaching, active methodologies, playfulness, and Financial Education in the school context. Subsequently, a pedagogical proposal was developed aimed at reviewing and consolidating mathematical concepts related to the decimal number system, percentages, increases, discounts, and financial situations present in everyday life. Afterwards, the proposal was applied to an Elementary School class through a playful activity based on a team-based question-and-answer game. The pedagogical proposal enabled students’ active participation, stimulating skills such as attention, logical reasoning, decision-making, cooperation, and teamwork. In addition, it promoted social interaction among students and increased their interest in the contents addressed. The observed results indicate that the use of playful resources in Mathematics teaching contributes to making the learning process more meaningful, motivating, and participatory, strengthening the development of students’ mathematical and socio-emotional skills.