Idoneidade didática de atividades centradas na educação financeira: uma análise das produções acadêmicas da pós-graduação stricto sensu no contexto da Educação Matemática

Abstract

School Financial Education has been the focus of several studies carried out in the field of Mathematics Education or Mathematics Teaching, due to its importance for the financial health of citizens, the complex economic scenario and the lack of Financial Literacy in educational institutions and the environment familiar. Part of these investigations are focused on the training of teachers who teach mathematics in Basic Education, as well as the development and/or implementation of teaching proposals covering Financial Education themes. The objective of this research is to investigate the possible contributions of the Theory of Didactic Suitability for the analysis of didactic proposals included in theses and/or dissertations developed in stricto sensu postgraduate programs related to Mathematics Education or Mathematics Teaching and focused on Financial Education School. This is qualitative research, developed through bibliographical research, carried out based on the State of Knowledge of theses and dissertations related to the topic, as well as a content analysis based on the categories and descriptors developed by the Theory of Didactic Suitability (Godino; Batanero; Burgos, 2023) and adapted for this investigation. The complexity inherent in the analysis of practices developed by teachers, especially with regard to the selection of materials and preparation of didactic proposals, points to the relevance and timeliness of carrying out research related to the quality of mathematical instruction processes on specific topics, such as the case of School Financial Education, particularly with regard to analyzing the quality of teaching proposals included in theses and dissertations. Among the main results, the small number of didactic proposals elaborated and/or implemented related to Financial Education from the perspective of Mathematics Education stands out, which reveals the need to advance in investigations related to teacher training, particularly by those interested in teacher reflection and decision-making about their practice, as well as analyzing the quality of didactic proposals prepared addressing specific themes of Financial Education and its articulations with Financial Mathematics, with the aim of contributing to the progressive improvement of the teaching and learning processes of School Financial Education.