Problem solving:
an experience with financial education in high school
DOI:
https://doi.org/10.5007/1981-1322.2023.e92584Keywords:
Financial Education, Problem Solving, Narrative AnalysisAbstract
This work aims to understand the different strategies used by students in order to understand the variation in the price of a product, as well as to discuss the evaluation they carried out of the adopted pedagogical approach. The pedagogical strategy employed was problem solving and was applied to a 2nd year high school class with 34 students. Through this problem, we seek to work the Transversal Contemporary Theme Financial Education. We chose this approach because we understand that learning is more effective when students construct concepts and are faced with problem-solving situations. For analysis, we took the actions developed by the students to solve the problem and we used Narrative Analysis to read and interpret these actions. Data analysis showed that students used different strategies, because we worked with an open question, which poses an intellectual challenge for students, allowing them to use different approaches. The activity was well received by the students, as several groups mentioned that it was interesting because there was a context in it. We understand that this context may be the circumstances that they are experiencing facing the reduction of product packaging in the supermarket.
References
Allevato, N. S. G., & Onuchic, L.R. (2014). Ensino-aprendizagem-avaliação de matemática: por que através da resolução de problemas? In Onuchic, L.R., Allevato, N.S.G., Noguti, F.C.H. & Justulin, A.M. (Eds.), Resolução de problemas: teoria e prática. (pp. 35-52). Jundiaí: Paco Editorial.
BartheS, R. (1996). Introduction à l’Analyse Structurale dês Récits.Paris: Editions Du Seuil (pp. 1-27). Recuperado de: https://www.persee.fr/doc/comm_0588-8018_1966_num_8_1_1113
Bolivar, A. (2002). “¿De nobis ipsis silemus?”: Epistemología de la investigación biográficonarrativa en educación. Revista Electrónica de Investigación Educativa, v.4(1),p. 2-26
Brasil (2018). Base Nacional Comum Curricular: educação é a base. Brasília: MEC/SEB/CNE. Recuperado de: http://basenacionalcomum.mec.gov.br/
Cunha, M. P. (2020). O mercado financeiro chega à sala de aula: educação financeira como política pública no Brasil. Educação e Sociedade, v.41(e218463), 1-14.
Decreto Federal nº 7.397, de 22 de dezembro de 2010. (2010). Institui a Estratégia Nacional de Educação Financeira - ENEF, dispõe sobre a sua gestão e dá outras providências. Brasília, DF. Recuperado de: https://legislacao.presidencia.gov.br/atos/?tipo=DEC&numero=7397&ano=2010&ato=253MTV65EMVpWTb17
Melo, D. P., & Pessoa, C. A. S. (2022). Educação financeira escolar no novo ensino médio: como livros didáticos de projetos integradores e projeto de vida apresentam a temática? Em Teia, v.13(3), 326-358
OCDE. (2005). Recommendation on principles and good practices for financial education and awareness. OCDE Council: Directorate for Financial and Enterprise Affairs. Recuperado de: https://www.oecd.org/finance/financial-education/35108560.pdf
Onuchic, L. R., & Allevato, N. S. G. (2004). Novas reflexões sobre o ensino-aprendizagem de matemática através da resolução de problemas. In Bicudo, M. A. V., & Borba, M. C. (Orgs.). Educação Matemática: pesquisa em movimento. (pp. 213 – 231). São Paulo: Cortez.
Onuchic, L. R., & Allevato, N. S. G. (2011). Pesquisa em Resolução de Problemas: caminhos, avanços e novas perspectivas. Bolema, v. 25(41), 73-98.
Perin, A. P., & Campos, C. R. (2022). Uma investigação sobre concepções acerca da educação financeira de alunos do ensino médio. Em Teia, v.13(3), 2-25.
Vale, I. (2017). Resolução de problema um tema em contínua discussão: vantagens das resoluções visuais. In Onuchic, L.R., Leal, L.C.J., Pironel, M. (Eds.), Perspectivas para a resolução de problemas. (pp.131 – 163). São Paulo: Livraria da Física.
Vilaça, L. (2019). Dentro e fora da caixa: tenha uma mente 4.0. Rio de Janeiro: IBEC.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Andréa Pavan Perin, Celso Ribeiro Campos
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors hold the copyright and grant the journal the right for their articles' first publication, being their works simultaneously licensed under the Creative Commons Attribution License (CC BY), which allows the sharing of such works with its authorship acknowledged and its initial publication in this journal.
Authors are allowed to enter into separate additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or as a book chapter, with an acknowledgment of its initial publication in this journal).
