O ensino da matemática financeira como meio de conscientização sobre a educação financeira

Abstract

There is a saying: "The most sensitive organ in the human body is the pocket. Obviously the phrase refers to what is inside the pocket, of course, our hard-earned money that we receive at the end of each month of work. We work hard day after day to receive it, and when we receive it, like magic, it has all been used up and we don't even notice. This is a serious problem that directly affects many Brazilian families. This occurs because of the lack of financial education, a serious problem that causes enormous inconvenience to individuals, families, companies, and, consequently, to the country. Concomitantly to this, when we look at the results of the System for the Evaluation of Basic Education (SAEB) we notice that the student who is leaving school in the last grade of high school with a low level of learning in Portuguese and Mathematics having an average, calculated since 1995, on a scale of 0 to 500, of 269 in Portuguese and 275 in Mathematics. Besides not being proficient in Portuguese, having difficulties in reading and textual comprehension, the student leaves school without mastering the basics of Mathematics, making this youngster enter adulthood unprepared to deal with countless important challenges, such as expenditure control and financial planning. The Federal Government, visualizing the social problem involved with the lack of financial education of the population and causing the population's indebtedness, in 2010 created the ENEF (National Strategy for Financial Education) to promote educational actions on the subject. One of these actions was to insert Financial Education and Financial Mathematics into the BNCC (Base Nacional Curricular Comum). Financial Mathematics already existed in the BNCC, but with a focus on the subject of Mathematics. From then on, there are explicit issues that should be addressed in each grade, contextualizing and addressing basic concepts of economics and finance in order to bring financial education to students. Teaching and understanding basic math content by the students can make all the difference for the change of behavior in the population's financial life. Working the content in a contextualized way and showing its applicability and functionality in their daily lives is an excellent way to demystify mathematics and turn it into a great ally for a future with a more organized and prosperous financial life. The objective of this dissertation is to analyze the competencies and skills required by the BNCC for the different stages of education and exemplify how this can be done.