Proposta de programa de educação financeira baseada em design com foco na resiliência financeira das servidoras públicas técnicas administrativas em educação de um instituto federal de educação em Pernambuco

• Ano de defesa: 2024
• Autor(a) principal: Nascimento, Crislândia Ferreira do
• Orientador(a): Bressan, Marcello Caldas
• Banca de defesa: Bressan, Marcello Caldas , Oliveira, Tatalina Cristina Silva de , Silva, Willyane Freire da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/80033/0013000001jzv
• Idioma: por
• Instituição de defesa: Centro de Estudos e Sistemas Avançados do Recife - CESAR School recife
• Programa de Pós-Graduação: Programa de Pós-Graduação em Design
• Departamento: Centro de Estudos e Sistemas Avançados do Recife - CESAR School Recife
• País: Brasil
• Palavras-chave em Português: Design instrucional; Gênero; Servidores públicos; Finanças pessoais; Government employees; Personal finance
• Palavras-chave em Inglês: Instructional design; Gender
• Área do conhecimento CNPq: 6.02.01.02-9 Administração Financeira; 6.07.01.02-1 Processos da Comunicação; 7.08.00.00.6 Educação
• Link de acesso: https://deposita.ibict.br/handle/deposita/661

The outcome of the financial education process is the financial knowledge that, when applied by people in their daily lives, enables better attitudes and behaviors towards their financial resources, which are reflected in higher financial literacy rates. The present research aimed to conduct an investigation in Design Science Research and Instructional Design to propose the creation of an educational program focused on promoting financial resilience to the Administrative Technicians in Education - TAES of a Federal Institute of Education in Pernambuco. Design Science Research is a scientific method that, besides producing academic knowledge, seeks to deliver a useful solution to society. By using Design and Instructional Design tools, it was possible, with them and for them, to plan, develop, and apply methods, techniques, activities, and teaching materials in favor of their learning, considering their behavior, social context, prior and desired knowledge, and, mainly, time constraints. As a result, there was the collaborative construction of a hybrid educational artifact (virtual and in- person) that encourages financial planning and reserves that avoid indebtedness and provide conditions for overcoming unforeseen events and future crises. Throughout the research, we observed a lack of financial education initiatives considering gender. Therefore, we suggest expanding the sample and addressing other genders in future studies.