Perceptions of mathematics teachers in the analysis of financial education teaching material in a school in Tianguá-Ceará

Abstract

This study aims to analyze the "Finance Genius" teaching material and the pedagogical practices adopted at a public school in Tianguá, Ceará, to understand how these tools and methodologies contribute to the development of critical financial awareness in students. The research adopts a qualitative approach, is basic in nature, and is exploratory and descriptive in nature. The methodological strategy involved a case study, which involved administering questionnaires to teachers working in the final years of elementary school and analyzing the content of the teaching material. The results revealed that the material presents an innovative proposal, aligned with the BNCC (Brazilian National Curricular Framework) and based on active methodologies and an interdisciplinary approach. However, a gap was identified between the material's potential and its application in the classroom, due to the predominance of traditional teaching methods and the need for ongoing teacher training. Teachers' perceptions also highlighted challenges such as students' initial disinterest and the scarcity of supplementary resources. It is concluded that Financial Education, when mediated by contextualized and critical practices, as long as it is accompanied by teacher training policies and adaptation to local contexts, is beneficial.