Uma nova abordagem para a educação financeira: analisando o perfil de conhecimento dos discentes da FEAAC

Abstract

This Financial education is becoming more and more a fundamental tool for the interactive agents of an economy, financial relations are increasingly complex and dynamic, in this way, through knowledge and practical experiences it is possible to make better decisions regarding consumption, investment and personal financial planning. The S&P Ratings Services Global Financial Literacy Survey is based on interviews conducted in 2014 with more than 150,000 adults and is one of the most extensive studies of financial literacy in the world. shows that Brazil is in the 74th position in the global ranking of financial education, the lack of financial education in schools, universities, companies, cycle of friends/family and other environments generates negative externalities for the country as a whole, among them a population indebted, who invest little and badly, without a long-term vision, without knowledge to manage their personal or family finances and who are constantly influenced by behavioral biases, it is taught that learning and having experienced experiences with the subject is the main way to improve this reality. The objective of this work is to analyze the profile of knowledge about financial education of FEAAC students, from all semesters and courses, through a lecture that has thirty two questions structured through a new approach to Financial Education, subdividing it into four subthemes (personal finance, economics, investments and behavioral finance). The sample has 125 observations and was treated through the R Studio and R Markdown software, the main packages used for the manipulation and visualization of the data were tidyverse or plotly. From the analysis of the data, it is possible to notice that the sheltered ones who thought they had a high knowledge about financial education tend to allocate a higher percentage of their income to saving and investing, they are little concerned with expenses and financial commitments in the family environment, invest in fixed income and variable income and have a more continuous emergency reserve for financial problems. Respondents who have a lower level of financial education tend not to allocate a percentage of their income to saving and investing and do not have an emergency reserve, moreover, through the information, the average profile of knowledge of FEAAC students was structured, referring to the scope of financial education.