Educação financeira do campo: uma proposta marxista

Abstract

The discussion of Financial Education in Brazil gained momentum from 2010 with the approval of the National Financial Education Strategy, such that the subject became present in the National Common Curricular Base and in various state and municipal curricular proposals. One of these proposals is from the state of Paraná, which instituted the curricular unit of "Financial Education" for each grade of the New High School in all public schools of the state, including those in rural areas, generally, and more specifically, in schools located in Agrarian Reform areas. Such schools located in Agrarian Reform areas have pedagogical guidelines elaborated by the Education Sector of the Landless Rural Workers Movement (MST) of the state of Paraná, which are based on socialist pedagogy and seek to put into practice complexes of study for the study of living reality. On one hand, regarding the Financial Education proposed by the state of Paraná, research indicates that in the knowledge addressed in this curricular unit, there is a tendency to encourage the homo economicus, a superficial view of economic aspects alongside a strong encouragement of entrepreneurship, inconsistent with the history of entrepreneurship itself. On the other hand, considering the knowledge produced in Rural Education, especially that produced by the MST Education Sector, it is not possible to incorporate the understandings advocated in the Financial Education curriculum of the New High School of Paraná, thus requiring, from a critical perspective, the superseding of the curricular unit itself. Therefore, the objective of this research was to elaborate and analyze the development of a proposal for the superseding of the Financial Education curricular unit, considering Marxist assumptions and Rural Education. To achieve this, the research went through four stages: (i) analysis of the Financial Education curricular unit in state public schools of Paraná; (ii) elaboration of an alternative proposal regarding the Financial Education curricular unit for the three grades of High School; (iii) application of part of the proposal developed in the previous stage to the three grades of High School in a rural school (located in an Agrarian Reform settlement); (iv) analysis of part of the development of the proposal applied in the previous stage. At the end of the research stages, it is concluded that some common-sense knowledge of the students gives way to scientific knowledge, thus contributing to the real apprehension of economic themes that are part of the students' reality. One of the outcomes of the research was the educational product, which aimed to assist the teachers of the Financial Education curricular unit for the Cooperation of settlement and encampment schools in preparing their classes. With a proposal for didactic sequence, the material provides theoretical references for the curricular unit and didactic suggestions for the teacher to develop in the classroom. Above all, the product aims to contribute to the understanding of the teacher of this curricular unit of the school's function in society: a collaborator in the teaching and learning process for the study and transformation of reality.