Educação financeira e modelagem matemática em turmas do segundo ano do ensino médio: o caso da produção e venda de sabonetes artesanais

Abstract

This undergraduate thesis explores the use of Mathematical Modeling in teaching Financial Education to high school students in the context of a public Civic-Military school in western Paraná. The research focuses on investigating the impact of this methodology in Financial Education classes with two second-year high school groups. In other words, we seek to answer the following question: What do second-year high school students from a public school express when engaging in a Mathematical Modeling activity within the Financial Education subject, in terms of their learning, engagement, and interests? The inclusion of Financial Education in the Brazilian National Common Curricular Base (BNCC) presents a challenge for teachers, especially due to the lack of proper training. In this context, Mathematical Modeling was used as a pedagogical strategy to connect mathematical concepts with real-life situations, aiming to bring students' reality into the classroom. The methodology involved developing hands-on activities related to the production and commercialization of handmade soaps, engaging students in a real-world problem connected to their graduation and school fair. Additionally, preparatory activities were conducted to facilitate students' acceptance and interest. The data analysis was based on interviews, observations, and a research journal, aiming to assess how Mathematical Modeling contributes to increased student engagement and the understanding of mathematical concepts in real financial contexts. As a result, the study indicates a significant improvement in student engagement, which positively impacted attendance, classroom participation, and overall interest in learning.