Um panorama da educação financeira no ensino médio pós-pandemia

Abstract

This study aims to present an overview of how Financial Education has been discussed in high school during the post-pandemic period. This study uses a qualitative, bibliographic, and interpretative approach. The corpus of analysis consisted of academic productions in the Catalog or Database of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) between 2022 and 2024, particularly studies produced in Professional Master's programs. Content analysis was used for the analyses, as it contributes to the rigorous and systematic description and interpretation of the selected texts. The selected productions were organized into seven axes: (1) Financial Education as an Instrument of Social Emancipation; (2) Financial Education and Inflation: A Critical Approach to Brazilian Realities; (3) Financial Education in Times of Pandemic: Innovation and Critique in Mathematics Teaching; (4) Other Contributions to the Teaching of Financial Education in High School and Adult Education (EJA); (5) Dialogues between axes: convergences, contrasts, and new meanings for Financial Education; (6) Connections with official documents: BNCC and ENEF from a critical perspective; and, (7) Gaps and possibilities for future research. We hope this study can encourage and contribute to future research on Financial Education that goes beyond the transmission of algorithms, but problematizes the structures that generate vulnerability, inspiring teachers to a task that, according to Freirean pedagogy, is fundamentally ethical and political.