Educação financeira: contribuições de uma proposta de prática pedagógica integradora para o fortalecimento do ensino médio integrado

Abstract

This research aims to understand the contributions of an integrative proposal in financial education to the strengthening of integrative practices in Integrated High School. From this perspective, it was proposed the development of an interdisciplinary didactic sequence and the analysis of its development, seeking to understand the understanding of the students and teachers of the second grade of the IFPB Hope Campus Integrated Informatics Technical School involved in the research process. This is a qualitative approach research, developed through participant research, which used Thematic Content Analysis, as Minayo et al. (2009) for data processing and interpretation. As a result of the research, it was possible to articulate the principles and foundations of the Integrated High School proposal, such as the search for a broad, critical and emancipatory worker training, the interrelationship between work, science and culture and research as a pedagogical principle. In addition, the use of the didactic sequence was highlighted as a means that enabled the collective planning, organization and cohesion of activities, emphasizing the role of interdisciplinarity, contextualization, cooperation between teachers and the need for interaction between theoretical and social activities. practices. Another aspect revealed was that the teachers and students stressed the domination imposed by the consumer society, which influences individuals to fit their dictates, which represent hegemonic interests of capital; as well as highlighted the performance of the media as an instrument widely used to encourage excessive consumption, leading to consumerism and may lead to excessive indebtedness. Finally, the research enabled the elaboration of an educational product that aims to contribute to integrated high school teachers who seek integrative practices using financial education.