Educação Financeira Escolar nos anos iniciais do ensino fundamental: Uma análise de teses e dissertações

Abstract

School Financial Education has gained increasing relevance in the field of Mathematics Education, particularly in light of contemporary social demands related to financial decision-making in everyday life. In this context, this study aims to analyze how School Financial Education is addressed in the works published in the proceedings of the National Meeting of Mathematics Education (ENEM) and in related theses and dissertations, with a focus on the early years of Elementary School. This is a qualitative, documentary research study, whose corpus consists of papers selected from the ENEM proceedings of the 2013, 2016, 2019, and 2022 editions, as well as theses and dissertations authored by the same researchers, used to deepend the analysis. Data analysis was conducted based on Content Analysis, following Bardin’s theoretical framework, and organized into categories constructed from the analyzed material. The results indicate that School Financial Education in the early years of Elementary School is predominantly conceived from a critical perspective, closely aligned with Critical Mathematics Education, and moving away from approaches restricted to Financial Mathematics. The analyzed studies emphasize formative, ethical, and social dimensions of Financial Education, highlighting the importance of dialogue, contextualization, and the problematization of everyday situations. The research also reveals the absence of studies specifically focused on Early Childhood Education, which constitutes a gap in the field. It is expected that this study will contribute to strengthening discussions on School Financial Education within Mathematics Education and support future research and pedagogical practices in the early years of Elementary School.