O uso didático do jogo piquenique por meio da aprendizagem cooperativa no ensino de matemática e educação financeira no 5º ano do ensino fundamental: um estudo de caso

Abstract

Financial education is largely absent from the daily lives of the Brazilian population. Recent surveys (CNDL/SPC, 2022) show that Brazilians are in debt, and that families are facing problems related to the difficulties of managing their money. At school, on the other hand, financial education should be applied in an interdisciplinary way, as guided by the National Common Core Curriculum (BNCC) and not just teach conventional content, which does not always relate to the practical lives of students. This research emerges from an understanding of the importance of financial education for life in society and the role that schools can play in this process. Thus, the general aim of this study is to analyze the use of the picnic game, through cooperative learning, in relation to its contributions to the learning of financial educa-tion among 5th grade students. This research is based on the hypothesis that the didactic use of the picnic game, through cooperative learning, contributes to students' learning of financial education. The locus of the research was a public school in the municipality of Fortaleza and 30 students from the fifth year of elementary school took part. The methodology of this re-search is characterized as being descriptive, with a qualitative approach. It is divided into three phases: in the first phase, a structured questionnaire from the Brazilian Olympics of Fi-nancial Education (OBEF, 2022) was applied, with the aim of identifying their knowledge of financial education. In the second phase, a di-dactic sequence guided by Zabala (1998) was developed, organized into 6 interventions, using Aronson's (1978) jigsaw method, with the use of the picnic game (IBS, 2023), as a didactic resource, regarding the contributions to the students' financial education. In the third phase, a final printed questionnaire (OBEF, 2022) was administered on the knowledge acquired after the didactic sequence and a survey-type questionnaire on the Likert scale (1932), in printed format, with the aim of evaluating the di-dactic potential of using the picnic game and the students' perceptions. Bardin's (2016) con-tent analysis method was adopted. The results of the research were: students' difficulty in solving problems involving arithmetic operations, the use of the picnic game provided greater understanding of financial education and mathematics content, as well as increasing students' interest and the development of cognitive skills with the use of cooperative learning.