Uma investigação sobre Frações e possibilidades de Educação Financeira Crítica e Decolonial no 6º ano

• Ano de defesa: 2021
• Autor(a) principal: Duarte, Denise Amorim de Mello
• Outros Autores: [e-mail]
• Orientador(a): Barbosa, Gabriela dos Santos
• Banca de defesa: Barão, Gilcilene de Oliveira Damasceno , Kistemann Júnior, Marco Aurélio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação, Cultura e Comunicação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação da Baixada Fluminense
• País: Brasil
• Palavras-chave em Português: Educação Financeira; Educação Financeira Crítica; Pedagogia Decolonial; Ensino Fundamental; Frações
• Palavras-chave em Inglês: Financial Education; Critical Financial Education; Decolonial Pedagogy; Elementary School.
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/17737

This dissertation aimed to carry out a diagnostic study with the Mathematics teacher in order to identify and analyze the conceptions about Financial Education in a class on the teaching of fractions. In the research, we proposed to answer the following question: What conceptions about Financial Education are produced by the subjects in a class about fractions in the 6th grade? Therefore, we analyzed a teaching intervention aimed at the construction of concepts associated with fractions by students in the 6th year of elementary school at a school located in Duque de Caxias. As a foundation, we built our theoretical framework based on the themes of Teaching Knowledge, Critical Financial Education and Decolonial Pedagogy. The methodology used was descriptive research, with a qualitative approach. Our study was developed in two stages: the first consisted of the analysis of the teaching intervention in a class about fractions. The second stage consisted of applying a semi-structured interview carried out with the class teacher. The results showed that the conceptions produced are more focused on spontaneous concepts about the use of money and consumption practices. By throwing light on these interventions about mathematical concepts, we highlight the importance of this research, encouraging Mathematics teachers who already practice critical Financial Education in the classroom, in order to invest power in these actions.