Análise comparativa do letramento financeiro no ensino básico do Brasil com outros países entre 2015 e 2022

Abstract

This study makes a comparative analysis of financial literacy in basic education in Brazil with other countries, considering its evolution over the editions of the Program for International Student Assessment (PISA) and the public policies implemented, such as the inclusion of financial literacy in the National Common Curriculum Base (BNCC) and the National Strategy for Financial Education (ENEF). Adopting a documentary, descriptive and quantitative approach, the research analyzes secondary data from 2015 to 2022 in order to investigate the role of public policies in financial literacy in basic education in Brazil, compare the performance of Brazilian students with that of other countries and evaluate socioeconomic status in this proficiency. The results show that although there has been some progress - such as an increase in the average PISA score between 2015 and 2018 - performance remains below the average for OECD countries. Factors such as the low socioeconomic status index (ESCS) influence students' scores, highlighting the importance of integrated action between schools, families and public policies to reduce inequalities and improve financial education. The study thus reinforces the need for active teaching methodologies and ongoing teacher training to promote more effective and inclusive financial literacy.