<?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>2526-6136</journal-id>
<journal-title><![CDATA[Educação Matemática Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Ed. Mat. Deb.]]></abbrev-journal-title>
<issn>2526-6136</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Montes Claros]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-61362020000100157</article-id>
<article-id pub-id-type="doi">10.46551/emd.e202058</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Modelagem Matemática e Educação Financeira: uma integração possível no desenvolvimento da criticidade dos estudantes]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematical Modeling and Financial Education: a possible integration in the development of students' criticality]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Gabriela dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Jerlan Manaia de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paes]]></surname>
<given-names><![CDATA[Ana Marlice Manhães]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Programa de Pós-Graduação em Educação, Cultura e Comunicação ]]></institution>
<addr-line><![CDATA[ Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>4</volume>
<numero>10</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-61362020000100157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-61362020000100157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-61362020000100157&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo tem como foco a modelagem matemática e a resolução de problemas no contexto da Educação Financeira num curso pré-vestibular social de Duque de Caxias, Rio de Janeiro. Na pesquisa apresentada, a modelagem consistiu na investigação por meio da Matemática de temas definidos como interessantes pelos estudantes, que estavam divididos em grupos. Para contemplar o objetivo de descrever e analisar o processo de modelagem matemática vivenciado pelos estudantes e suas potencialidades críticas, realizamos uma pesquisa-ação composta por três atividades de ensino. Os resultados nos levam a concluir que a Educação Financeira oferece circunstâncias para a modelagem que, além de envolver a revisão e construção de conceitos matemáticos, permitem o desenvolvimento de uma postura crítica no que concerne ao consumismo e às desigualdades sociais brasileiras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article focuses on mathematical modeling and problem solving in the context of Financial Education in the pre-university entrance exam course in Duque de Caxias, in Rio de Janeiro. In the research of Results, a modeling consisted of investigation through mathematical themes related to interesting students, who were divided into groups. To contemplate the objective of describing and analyzing the mathematical modeling process experienced by the students and their potential criticisms, we carried out an action research composed of three teaching activities. The results lead to the conclusion that Financial Education offers circuits for modeling, in addition to involving the review and construction of mathematical concepts, the use or development of a critical approach with regard to consumption and social difficulties in Brazil.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Modelagem Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes]]></kwd>
<kwd lng="pt"><![CDATA[Educação Financeira]]></kwd>
<kwd lng="en"><![CDATA[Mathematical Modeling]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Financial Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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