Estudo de representação sobre os recursos monetários e sua relação com o consumo por crianças e adolescentes, em uma perspectiva piagetiana

• Ano de defesa: 2009
• Autor(a) principal: Rocha, Mônica
• Orientador(a): Barreto, Maria de Lourdes Mattos
• Banca de defesa: Bartolomeu, Tereza Angélica , Pinto, Neide Maria de Almeida , Mello, Rita Márcia Andrade Vaz de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Federal de Viçosa
• Programa de Pós-Graduação: Mestrado em Economia Doméstica
• Departamento: Economia familiar; Estudo da família; Teoria econômica e Educação do consumidor
• País: BR
• Palavras-chave em Português: Criança-adolescente-desenvolvimento; Conhecimento social; Recursos monetários; Consumo
• Palavras-chave em Inglês: Children-adolescents-development; Social knowledge; Monetary resources; Consumption
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS::ECONOMIA DOMESTICA
• Link de acesso: http://locus.ufv.br/handle/123456789/3328

Children and adolescents live in economically globalized world and seek to know and explain everything that is around them. Therefore, to understand how children think and what their ideas on the interfaces of the economic world allows a better understanding of how to build this social knowledge. Given this, we asked how children and adolescents between 4 and 13 years of age build their representation of knowledge about monetary resources and its relationship with consumption? The hypothesis was that children since the age of 4 make representations about monetary resources and its relationship to consumption. These representations are changed gradually as the subjects develop cognitively. Thus, at each level of development they have different ideas about monetary resources and its relation to consumption, guided by their thought structure. However, not all children of the same stage of cognitive development are on the same level of representation of social knowledge. The objectives of this study were to analyze and describe the representations of children and adolescents between 4 and 13 years of age on monetary resources and its relation to consumption. The study anchored itself on qualitative research, based on Piaget's clinical method. The sample consisted of 60 students from public schools, with 10 subjects in average age groups: 4, 6, 7, 10, 11 and 13. For data collection, a clinical interview was made, which consisted of basic and complementary questions and of concrete ideas. Analysis of the data came from establishing the following categories: monetary resources, consumption and money value vs. consumption. The classification of the answers occurred by levels (pre-level I, level I, level II and level III). The results indicated that the construction of social knowledge about monetary resources and their relationship with the consumer goes through evolutionary levels, from the simplest to the most complex, confirming the hypothesis of the study. Children at pre-level I represent money as bills and coins, which are found at any store and used to buy. They accompany their parents shopping, but they do not buy everything the children want. Children at level I consider the money as coming from the bank. For them, coins and bills are the types of resources used to buy things. They shop with their parents, but they do not buy everything they want because they do not have enough money. For them, money is used to buy and save. Level II subjects represent money as a means of payment used in buying and use coins, bills and cards made in a money factory. They like to make purchases on their own or with their parents, but they do not get everything they want because, first, they buy the food they need. Money has the function of purchasing, paying, loaning and saving. For adolescents at level III, money is a means of exchange to obtain products, and for that they use bills, coins, cards and checks made at a money factory, which is linked to the federal government. They shop, but do not get everything they want because they have little money and can not go into debt. Money is used to exchange for products and services for consumption and to do things and it is to be used in the future. It may be inferred that individuals construct their knowledge about monetary resources and its relationship to the consumer from their experiences and according to the opportunities their cognitive structures allow since social knowledge is constructed from social interaction and communication. The representations of the subjects show the evolution of their knowledge in a continuous progression, because the older subjects explain their ideas in more detail than the children who still depend on the visible aspects of objects to represent their ideas.