Uma proposta pedagógica com educação financeira e resolução de problema para o Ensino Médio

Abstract

This study presents a qualitative research carried out with 20 high school sophomore students from the Centro de Ensino São Cristóvão, located in São Luís - MA, associated with the Universidade Estadual do Maranhão (UEMA). The main purpose of the research was to identify the students' knowledge, perceptions, and experiences regarding Financial Education and Financial Mathematics, employing Problem Solving as a central methodological axis. Data collection was performed through a structured questionnaire administered in pairs, with the support of the classroom mathematics teacher. The results revealed that 90% of the students consider the subject important within the school environment , showing satisfactory mastery of basic mathematical concepts, such as percentage calculations (100% accuracy) , and a solid understanding of the impact of interest rates on installment purchases (90%). However, the study indicated that practical experiences involving financial problem-solving are still limited and infrequent in the investigated context. In conclusion, there is a clear demand and responsiveness from students for pedagogical proposals that integrate Financial Education into daily life, aligned with the guidelines of the National Common Curricular Base (BNCC) to foster the development of conscious, critical, and autonomous citizens regarding their financial decisions.