Educação financeira e sustentabilidade ambiental: uma reflexão em aulas de matemática do ensino médio

Abstract

The objective of this dissertation was to analyze possible changes in the conception of consumption focused on environmental sustainability presented by high school students when participating in pedagogical practices in Financial Mathematics, aimed at financial and environmental education. Field research was carried out through a pedagogical intervention carried out in two classes of 3rd grade High School students, in a school located in Pato Branco - PR peripheral urban area, in regular Mathematics classes during the first semester of 2018 academic year, with the teacher of the discipline assuming the role of researcher. For the data collection, an individual semi-structured questionnaire was used as the basis for the preparation of pedagogical practices, a focus group conducted before and after classes and a field diary that complemented the conclusion of the results. For the reading of the collected data the Content Analysis technique was used. The results of the research demonstrated that a significant number of students presented, after performing the pedagogical practices, understanding that Mathematics helps to understand the financial world and contributes to the construction of criticality in relation to the consumer society and its moving tricks the market and environmental sustainability, is the target of benefits in the face of such changes thought and maybe their behavior. Critical Mathematics Education, a teaching philosophy that underpinned pedagogical practices, was of fundamental importance in order to develop them in a democratic, critical and emancipatory way.