CONSTRUÇÃO DE CONCEITOS DE EDUCAÇÃO FINANCEIRA ESCOLAR NA FORMAÇÃO INICIAL DE PROFESSORES DOS ANOS INICIAIS NA PERSPECTIVA DA EDUCAÇÃO MATEMÁTICA REALÍSTICA

Abstract

This work is part of the research line “Teaching and Learning in Science and Mathematics”, of the Graduate Program in Science and Mathematics Teaching of the Franciscan University, and its theme is the study of problem situations related to concepts of School Financial Education, having as referencial the Realistic Mathematical Education (EMR). The general objective is to understand how the promotion of learning situations based on the approach of Realistic Mathematical Education with Pedagogy students can contribute in the conceptual and methodological aspects for the development of the teaching and learning process the initial years of the Basic Teaching. Thus, the purpose was to create and investigate a learning environment through the elaboration of activities based on a didactic sequence anchored by EMR and developed with students from the Pedagogy course at URI-Santiago/RS. The research has a qualitative character, using as instruments for the constitution of the data the researcher's field diary, the observations of the classes, the reports and written records of the activities performed by the students. The classes were also photographed and recorded in audio and video. For the systematization, understanding and reflection of the information obtained, an interpretative analysis of the investigated phenomenon was performed, based on the characteristics and principles that guide the EMR, and on the conceptions and experiences lived by the researcher. The methodology of data analysis was performed considering the procedures of Content Analysis, using the thematic analysis that occurs in three phases: pre-analysis, material exploration and treatment of results. The results indicated that the EMR approach contributed significantly to the development of the didactic sequence. The discussions to interpret the problem, employing social and mathematical thinking, aroused in the students the interest, curiosity, autonomy, cooperation and reflection on financial situations, that is, prerequisites that contribute to the construction of mathematical knowledge. , to tackle new problems and make financial decisions. It has been found that by teaching mathematics from contexts involving every day and financial issues, several benefits can be achieved: contexts may increase students' motivation and interest in learning mathematics; and by understanding mathematical concepts you can use them to organize your financial life, and to consciously, responsibly and autonomously improve your quality of life.