Percepções a respeito de algumas propostas curriculares de matemática: educação financeira entre 1990 e 2010
Data
2024-09-02
Autores
Barbosa, Thaís Goncalves 
Orientadores
Bertini, Luciane de Fatima
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esse trabalho tem como objetivo apresentar elementos da historicidade do tema educação financeira em documentos brasileiros de orientação para a Educação Básica, entre as décadas de 1990 e 2000. Para isso, foram selecionados documentos oficiais de orientação para o ensino de matemática no referido período histórico, bem como dois livros didáticos com edição nessas décadas. Ao longo do trabalho, foram observadas algumas diferenças entre as propostas apresentadas nos documentos oficiais e aquilo que estava proposto nos livros didáticos. O termo “educação financeira” não aparece na maioria dos documentos, mas há indícios dele nos conteúdos de matemática financeira e na proposta interdisciplinar de alguns documentos.
This paper aims to present elements of the historicity of the topic of financial education in Brazilian guidance documents for Basic Education, between the 1990s and 2000s. For this purpose, official guidance documents for teaching mathematics in the aforementioned historical period were selected, as well as two textbooks published in those decades. Throughout the work, some differences were observed between the proposals presented in the official documents and what was proposed in the textbooks. The term “financial education” does not appear in most of the documents, but there are indications of it in the content of financial mathematics and in the interdisciplinary proposal of some documents.
This paper aims to present elements of the historicity of the topic of financial education in Brazilian guidance documents for Basic Education, between the 1990s and 2000s. For this purpose, official guidance documents for teaching mathematics in the aforementioned historical period were selected, as well as two textbooks published in those decades. Throughout the work, some differences were observed between the proposals presented in the official documents and what was proposed in the textbooks. The term “financial education” does not appear in most of the documents, but there are indications of it in the content of financial mathematics and in the interdisciplinary proposal of some documents.