Educação financeira dos estudantes do ensino técnico integrado ao ensino médio do Campus Campo Grande do IFMS: dos conhecimentos prévios à visão de futuro

Abstract

“Time flies by, my salary flies”. “I deserve it, I'll pay in installments”. “Investing is for rich people”. These are some of popular phrases that permeate people's thinking when it comes to money. It's clear that there is a gap between what people want and what they can actually get from their income and work. Appeals to consumption are everywhere, which can lead to financial lack of control, but saving can be just as exciting and pleasurable as buying an extra object. All it takes is a change of mentality through awareness and learning, but this is not so easy and nor is it traditionally taught to people, especially in basic education. The curriculum matrix of the Technical Courses Integrated to Secondary Education at the Federal Institute of Mato Grosso do Sul (IFMS Campo Grande) campus does not include Financial Education content. Although the new National Common Curricular Base (BNCC) of 2018 includes financial education in the Cross-cutting Contemporary Themes, the Brazilian Federal Institutes are not obliged to comply with the regulations of the new BNCC because they have their own legislation. This gap led us to the following research questions: Do the students of the Technical Courses Integrated into High School at the IFMS Campo Grande campus have any knowledge of financial education? How is it possible to contribute to awakening interest in the subject? Thus, this study aimed to analyze the prior knowledge and future vision of these Integrated Technical High School students with regard to financial issues. The theoretical framework was based on authors who discuss the importance of financial education at all stages of life. Vygotsky's cultural-historical theory provided us with the theoretical-methodological basis for developing and applying the educational product and analyzing the data obtained, which also involved microgenetic analysis. It is believed that teaching financial education can make a valuable contribution to students' general education and, for this reason, it was developed a 10-hour classroom course as an educational product, in the Didactic Sequence format according to Zabala. The morning students were invited to take part in the research, since the course was offered in the afternoon to the first 40 applicants. The aim of the educational product applied was to awaken students to the importance of having financial education combined with present and future practices and behaviors. The mini-course successfully achieved its objective, reflected through the active participation and the signs of conceptual evolution in the students' previous knowledge. The evaluations carried out before, during and after the course revealed a substantial increase in understanding of the topics discussed, indicating that the participants had effectively assimilated the content presented. On the other hand, due to the length and complexity of the content, especially in the third meeting, there was a need for more in-depth study, which it is recommended to teachers who are going to replicate the educational product. It is hoped that the course will be of use to anyone interested in the subject, including other schools and institutions, serving the purpose of awakening in students the desire to live a financially balanced life.