Educação financeira no ensino médio: uma análise a partir da aprendizagem significativa de David Ausubel.

Abstract

The present work aims to present a didactic sequence, which aims at Financial Education for high school students, based on the meaningful learning theory of David Ausubel, seeking to ally the theoretical contents of mathematics, mainly financial mathematics, with the help of the Excel spreadsheet, to those applied in financial education. This proposal, anchored in the line of research Information, communication and interaction technologies applied to Science and Mathematics teaching and systematized through a didactic sequence, was applied in a class of 31 students from the second year of high school in a private school of the city of Passo Fundo, RS. The proposal is based on the basic foundations of the Meaningful Learning Theory, created by David Ausubel; we tried to develop the teaching methodology by approaching concepts of Financial Education based on the students' previous knowledge. The main goal was to provide the student with the tools to: help them improve their personal finance management and avoid situations of indebtedness; assist them with the dealing of financial contingencies and for retirement; qualify them for the proper use of the financial system; help them to reduce the possibility of fraud; help them to prepare the way for the realization of dreams that depend on their finances, and finally, to awaken them to take the first steps" of financial education. The application of the didactic sequence has always been in agreement with the Meaningful Learning Theory. Research instruments were applied to identify subsumers present in students' cognitive structure. To verify the signs of meaningful learning, a variety of research and evaluation instruments were applied, of which the group dynamics and the essay text stand out. During the analysis of such instruments, it was found that the subject is recognized by the students as potentially significant, that is, the students already bring ideas, information, propositions about Financial Education with them, but they often seem incompletely or mistaken. The results also showed that the majority of the students presented cognitive evolution on Financial Education and evidence of meaningful learning.