Educação financeira na perspectiva do letramento financeiro na formação inicial docente: possibilidades discutidas por estudantes do curso de licenciatura em matemática da UFMG

Abstract

Financial Education, now established as a mandatory component by the National Common Curricular Base (BNCC) since 2020, represents an innovation in the Brazilian educational context. Before this inclusion by BNCC, the National Curricular Parameters (PCN) already recognized the importance of addressing issues related to consumption, rights, productivity and distribution of goods through the transversal themes “Work and Consumption” and “Consumption, Alienation and Citizenship”. The BNCC brought a more structured and comprehensive approach to Financial Education in Brazilian schools compared to previous PCNs, which did not specifically address this topic. Furthermore, Financial Education at BNCC is closely related to Mathematics skills and competencies, which raises concerns about the training of future teachers in this area. In this sense, it is important to note that initial teacher training does not yet adequately address issues related to the development of this topic in the school environment. Thus, this research, with a qualitative approach, has as its main objective to investigate the possibilities of developing Financial Literacy in the initial training of Mathematics teachers at UFMG and to propose a training model that addresses this theme, encouraging reflections on concepts and strategies relevant to the effective incorporation of this subject into teachers’ pedagogical practice. Interviews with students from the Mathematics course at the Federal University of Minas Gerais (UFMG) were conducted to identify the training needs of future teachers and develop a training proposal aligned with educational expectations and demands. The study directs its focus to the approach of Financial Education from the perspective of Financial Literacy, contrasting with the content perspective, emphasizing not only the knowledge of a mathematical instrument that allows analyzing and understanding elements inherent to the financial universe, but also the development of skills and skills necessary to make critical and sustainable financial decisions. Concomitantly with this dissertation, an e-book containing guidance on how to implement the discipline in the context of UFMG was made available as an educational resource. We hope, therefore, to offer a significant contribution to the training of Mathematics teachers, expanding their ability to promote Financial Literacy among Basic Education students and, thus, improving the quality of Financial Education in Brazilian schools. The results point to University Extension Training as one of the ways to achieve the development of Financial Literacy for future Mathematics teachers within the scope of initial training.