Educação Financeira nos Anos Finais do Ensino Fundamental: uma Análise Comparativa de Livros Didáticos e Apostilas do SEE de Mato Grosso na perspectiva dos Ambientes de Aprendizagem
DOI:
https://doi.org/10.30612/tangram.v8i1.19476Keywords:
Educação Financeira., Ambientes de Aprendizagem. , Paradigma de Exercícios, Geometria. Anos Iniciais. Livros didáticos., Apostilas Sistema Estruturado de EnsinoAbstract
In this article we present the results of a research that aimed to analyze the presence of Financial Education in a collection of textbooks and in the handouts of the Structured Education System (SEE) of Mato Grosso in the final years of Elementary School from the perspective of the learning environments proposed by Skovsmose (2000). We carried out qualitative research in the documentary modality in which the corpus was constituted by a collection of textbooks approved by the National Textbook Program (PNLD) in the year 2024, and the handouts from the Structured System of the State of Mato Grosso from the final years (6th to the 9th year) of Elementary School. The data were analyzed using Content Analysis procedures from the perspective of Bardin (1977) and Rodrigues (2019), through which we sought to map, classify and analyze the way in which the 420 questions, 197 questions coming from a collection of textbooks and 223 questions in the SEE booklets addressed Financial Education in light of the theoretical contributions of Learning Environments. The research results indicated that there is a predominance of the Exercise Paradigm to the detriment of Research Scenarios in the way in which the topic of Financial Education is inserted in the SEE textbook and handouts. We concluded that to address Financial Education in the final years of Elementary School, the textbook collection analyzed has better movement between the different Learning Environments than the booklets made available by the SEE of Mato Grosso.
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