Critical Financial Education in Teacher Education: an approach that problematizes different social contexts

Abstract

SOUSA, Mario Rogério Vasconcellos de  and  MATOS, Diego. Critical Financial Education in Teacher Education: an approach that problematizes different social contexts. Ed. Mat. Deb. [online]. 2025, vol.9, n.16, a08. ISSN 2526-6136.  https://doi.org/10.46551/emd.v9n16a08.

This study investigates the perceptions of Mathematics undergraduates about Financial Education, when confronted with a critical approach that contrasts different social contexts. The research was carried out with five undergraduates from a federal university in Rio de Janeiro, in two stages of data production: (1) a task on the concept of interest and decision-making; (2) an online conversation circle, with semi-structured questions and a fictitious classroom episode, confronting different social contexts that can manifest themselves at school. As a result of the research, we identified three perceptions of Financial Education in the context of its formative role: (a) personal financial management and capital accumulation; (b) critical social formation; (c) Mathematics as (in)certainty: regulation or social questioning?

Keywords : Financial Education; Critical Mathematics Education; Teachers Education.

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