Educação financeira na educação infantil: análise de uma sequência didática em uma escola de Humaitá-Amazonas

Abstract

The work presented is part of the line of research Educational Practices in Teaching Science and Mathematics and is based on the need to develop in children, from a critical perspective, knowledge about the value and how to deal with money. In addition, the study identifies the need to promote spaces in Early Childhood Education that provide opportunities for valuing, skills, abilities and attitudes of recognition about the importance of financial education from a very early age. The urgency to explore the subject arises with the incorporation of Early Childhood Education into Basic Education, as well as in view of the new guidelines and documents that govern the issue of the curriculum at this stage of schooling. These aspects direct the research question expressed as follows: what is the pedagogical relevance of a didactic sequence aimed at addressing financial education with Early Childhood Education children? Taking this question into account, the main objective of the study is to develop a didactic sequence to address financial education based on the Three Pedagogical Moments, analyzing its didactic feasibility and the process of interaction provided to Early Childhood Education children. The study is based on the understanding that pedagogical relevance, the central issue of the investigation, can be analyzed based on the didactic feasibility and interactions between children, between them and the researcher, and with the activities carried out. To achieve this goal, the study uses theoretical discussions related to Early Childhood Education based on legal documents, making approximations and reflections with the field of Mathematics Education and with other research in the area carried out at this level of education. The didactic sequence developed in the study is structured in the Three Pedagogical Moments, as announced by Delizoicov and Angotti (1990), and is integrated by five meetings, developed over the course of a week, with children aged 4 to 5 years and 11 months (preschool) from a municipal public school in Humaitá, Amazonas. In methodological terms, the research is based on a qualitative, interventionist and participatory approach, since there is involvement of the school and its managers in the proposal and development of the activities. To produce the data, the instruments used were the researcher's diary entries, the materials produced by the children in the form of drawings and the video recordings of some of the activities. The analysis of the data produced is limited to three teaching episodes, investigating in each of them the didactic feasibility and the interaction process provided in each activity. The results indicate the children's involvement with the activities, their ability to understand the value of money and their awareness of the importance of saving to acquire. The Educational Product associated with this dissertation refers to a support material for Early Childhood Education teachers involving the elaborated didactic sequence. This material is available for free access on the EduCapes Portal (http://educapes.capes.gov.br/handle/capes/740919), as well as on the program's website (www.upf.br/ppgecm) and on the PPGECM educational products website (www.upf.br/produtoseducacionais).