<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982022000100131</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698368535746</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO FINANCEIRA NO ENSINO MÉDIO INTEGRADO: CONSTRUINDO UM CURRÍCULO TRANSVERSAL COM BASE EM TEMAS GERADORES]]></article-title>
<article-title xml:lang="es"><![CDATA[LA EDUCACIÓN FINANCIERA EN LA ESCUELA SECUNDARIA INTEGRADA: CONSTRUYENDO UN CURRÍCULO TRANSVERSAL BASADO EN TEMAS GENERALES]]></article-title>
<article-title xml:lang="en"><![CDATA[FINANCIAL EDUCATION IN INTEGRATED HIGH SCHOOL: BUILDING A TRANSVERSAL CURRICULUM BASED ON GENERATIVE THEMES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SOUSA]]></surname>
<given-names><![CDATA[RICHARLES DE ARAÚJO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LOBÃO]]></surname>
<given-names><![CDATA[MÁRIO SÉRGIO PEDROZA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FREITAS]]></surname>
<given-names><![CDATA[RENATA GOMES DE ABREU]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Acre  ]]></institution>
<addr-line><![CDATA[Sena Madureira AC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal do Acre  ]]></institution>
<addr-line><![CDATA[Rio Branco AC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal do Acre  ]]></institution>
<addr-line><![CDATA[Rio Branco AC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>38</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982022000100131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982022000100131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982022000100131&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O presente estudo objetivou constituir, a partir dos temas geradores, redes temáticas que possibilitassem a organização transversal da educação financeira no currículo do curso técnico em informática integrado ao ensino médio do Campus Sena Madureira, no Instituto Federal do Acre (IFAC). Para obter os temas geradores e a constituir a rede temática, foram adotados os procedimentos metodológico da dinâmica de abordagem temática freiriana. A amplitude de envolvimento disciplinar denotou haver traços de correlação harmônica entre os temas geradores e a educação financeira como eixo temático escolar transversal, o que ampliou a possibilidade de oferta da educação financeira sob perspectivas dialógicas, problematizadoras e crítico-transformadoras. A partir da investigação dos temas geradores, organizou-se uma rede temática que viabilizou a inserção transversal da educação financeira no currículo do ensino médio integrado, configurando-se sob uma perspectiva crítico-reflexiva, a partir da ótica de ensino multidisciplinar e transversal. Os conteúdos propostos pela redução temática ofereceram potencial e importante aporte à elaboração e implementação de projetos integradores, já que estes são articuladores dos diferentes campos do conhecimento. Por fim, validou-se a dinâmica de abordagem temática freiriana como um método adequado à inserção transversal da educação financeira sob uma perspectiva crítico-transformadora, a partir da qual se torna possível realizar uma formação escolar que tenha por base os princípios omnilaterais, unitários e politécnicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El presente estudio tuvo como objetivo establecer, a partir de los temas generadores, redes temáticas que permitan una organización transversal de la educación financiera en el plan de estudios del curso técnico en tecnologías de la información integrado con la educación secundaria en el Campus Sena Madureira, en el Instituto Federal de Acre ( IFAC). Para obtener los temas generativos y una constitución de la red temática, se adoptaron los procedimientos metodológicos de la dinámica del enfoque temático freiriano. La amplitud de la implicación disciplinar denotó que existían rastros de correlación armónica entre los temas generadores y la educación financiera como eje temático transversal de la escuela, lo que amplió la posibilidad de ofrecer educación financiera bajo perspectivas dialógicas, problematizadoras y crítico-transformadoras. A partir de la investigación de los temas generativos, se organizó una red temática que posibilitó la inserción transversal de la educación financiera en el currículo integrado de bachillerato, configurándose bajo una perspectiva crítico-reflexiva, desde la perspectiva de la docencia multidisciplinar y transversal. Los contenidos propuestos por la reducción temática ofrecieron un potencial e importante aporte para la ejecución e implementación de proyectos integradores, ya que estos son articuladores de diferentes campos del conocimiento. Finalmente, se validó la dinámica del enfoque temático de Freire como un método adecuado para la inserción transversal de la educación financiera desde una perspectiva crítica-transformadora, desde la cual se hace posible realizar una educación escolar basada en principios, unidades y politécnicos omnilaterales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The present study aimed to establish, from the generating themes, thematic networks that would enable the transversal organization of financial education in the curriculum of the technical course in information technology integrated with high school education at Campus Sena Madureira, at the Federal Institute of Acre (IFAC). In order to obtain the generating themes and to constitute the thematic network, the methodologicals procedures of the Freirian thematic approach dynamics were adopted. The breadth of disciplinary involvement denoted that there were traces of harmonic correlation between the generating themes and financial education as a transversal school thematic axis, which expanded the possibility of offering financial education under dialogical, problematizing, and critical-transforming perspectives. From the investigation of the generative themes, a thematic network was organized that made possible the transversal insertion of financial education in the integrated high school curriculum, configuring itself under a critical-reflective perspective, from the perspective of multidisciplinary and transversal teaching. The contents proposed by the thematic reduction offered a potential and important contribution to the elaboration and implementation of integrative projects, as these are articulators of different fields of knowledge. Finally, the dynamics of Freire's thematic approach were validated as an appropriate method for the transversal insertion of financial education from a critical-transforming perspective, from which it becomes possible to carry out school education based on omnilateral, unitary, and polytechnics.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação financeira]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio integrado]]></kwd>
<kwd lng="pt"><![CDATA[Abordagem temática freiriana]]></kwd>
<kwd lng="pt"><![CDATA[Transversalidade]]></kwd>
<kwd lng="es"><![CDATA[Educación financiera]]></kwd>
<kwd lng="es"><![CDATA[Bachillerato integrado]]></kwd>
<kwd lng="es"><![CDATA[Enfoque temático freiriano]]></kwd>
<kwd lng="es"><![CDATA[Transversalidad]]></kwd>
<kwd lng="en"><![CDATA[Financial education]]></kwd>
<kwd lng="en"><![CDATA[Integrated high school]]></kwd>
<kwd lng="en"><![CDATA[Freirian thematic approach]]></kwd>
<kwd lng="en"><![CDATA[Transversality]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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