FINANCIAL EDUCATION AND THE PROCESS OF TEACHING-LEARNING IN BASIC EDUCATION
Financial Education is recognized by the National Common Curricular Base (BNCC) as an essential contemporary theme for human life and a mandatory skill in school curricular components. Upon becoming mandatory, Financial Education gained greater representation in the literature due to the lack of kno...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Estadual do Ceará (UECE) |
| Repositorio: | Boletim Cearense de Educação e História da Matemática (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.uece.br:article/12996 |
| Acceso en línea: | https://revistas.uece.br/index.php/BOCEHM/article/view/12996 |
| Access Level: | acceso abierto |
| Palabra clave: | Temas contemporâneos transversais Escola Competências Transversal contemporary themes (TCT) School Skills |
| Sumario: | Financial Education is recognized by the National Common Curricular Base (BNCC) as an essential contemporary theme for human life and a mandatory skill in school curricular components. Upon becoming mandatory, Financial Education gained greater representation in the literature due to the lack of knowledge on the subject, the importance of training citizens with financial awareness, and its worldwide recognition as a policy of inclusion and citizenship. This study aims to discuss the concepts of Financial Education that have been addressed in Basic Education. A systematic literature review was conducted through searches in the Google Scholar database, analyzing 42 works, including articles, master's dissertations, undergraduate theses, educational products, book chapters, and papers published in conference proceedings. The analysis revealed that Financial Education should be approached in an interdisciplinary manner within the school context, integrating different curricular components. The importance of involving teachers in training and capacity building in Financial Education was observed, highlighting their crucial role in the teaching-learning process. However, a lack of consensus was identified regarding the conceptual approach to Financial Education and the absence of clear guidelines for its implementation, which may hinder the effective integration of this theme in Basic Education. Additionally, the research identified gaps in knowledge about the positive and negative outcomes of Financial Education in Basic Education, indicating the need for further studies focused on evaluating its effectiveness in schools. Thus, the continuous development of specific pedagogical strategies for Financial Education is essential to ensure that students acquire the financial skills necessary for their personal and professional lives. |
|---|