Educación financiera en los libros de texto

transformando ejercicios matemáticos en poderosos escenarios reflexivos

Resumen

At the beginning of the 21st century, with the Financial Education project, elaborated by the Organization for Economic Co-operation and Development (OECD) and coordinated by the Financial and Insurance Markets Commission and the Private Pensions Commission, interest in educating individuals financially was gaining ground space in different areas of society, arriving in Brazil, with more impact, in 2010. More recently, through curricular reforms such as the approval of the National Common Curricular Base, in 2018, Financial Education gains prominence in the school environment, becoming a topic to be included in Brazilian Textbooks. To understand which discourses are produced and perpetuated in mathematical situations, based on understandings of Financial Education produced within the scope of Mathematics Education, this article is concerned with analyzing a collection of Mathematics Textbooks, approved in the National Textbook Program in 2020, referring to the Final Years of Elementary School, seeking to transform some mathematical exercises into powerful reflective scenarios. Supported by a qualitative approach and assuming the concerns of Financial Education in a critical perspective, the research identified that the predominant discourse in textbooks reinforces the neoliberal logic and the episodes in which Financial Education can be seen are reduced to Financial Mathematics concepts. However, we understand that these can be transformed into reflective environments, which can contribute to a more critical training of our students.