PAULO FREIRE AT FARIA LIMA? CONTRIBUTIONS OF CRITICAL PEDAGOGY TO BRAZILIAN FINANCIAL LITERACY
Autor(a) principal: | |
---|---|
Data de Publicação: | 2024 |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/8439 |
Resumo: | The aim of this paper is to highlight the voices of teachers, the professionals who make curricular decisions, about the best way to provide critical financial literacy for their students, their assumptions, thoughts and experiences. Four research questions were formulated to achieve this objective, the main one being: How can critical, collaborative and dialogical financial literacy be facilitated to help students become critical citizens in light of Paulo Freire's contributions? We explore the concept of financial literacy from different perspectives and the literature on established national curricula for financial education from some countries around the world. Next, we seek theoretical support for a better understanding of critical pedagogy, through dialogue with authors such as Paulo Freire, Henry Giroux, Jürgen Habermas, Lev Vygotsky, Peter McLaren, Michael Apple, Antonia Darder and Ira Shor. The participants in this research were sixteen teachers from elementary schools I and II in the state of São Paulo, who demonstrated adherence to critical financial literacy practices, regardless of the subject taught. This is a qualitative study that adopts case study strategies, focus groups and deliberative research, to examine the beliefs, practices and life stories and narrative vignettes of the participants. The structures developed for critical financial literacy in terms of necessary skills, knowledge, pedagogical and curricular strategies are derived from the work of teachers in classrooms and not taken from a preconceived scheme in the literature, which indicates the promotion of citizenship oriented towards social and participatory justice. This thesis provides a dynamic conceptual framework developed for critical financial literacy, derived from the work of faculty and the views of Paulo Freire, which includes the translation of theory into praxis in line with Critical Pedagogy. |
id |
SCI-1_9f9e4c21c33fc4187f7d7f42fdfc282d |
---|---|
oai_identifier_str |
oai:ops.preprints.scielo.org:preprint/8439 |
network_acronym_str |
SCI-1 |
network_name_str |
SciELO Preprints |
repository_id_str |
|
spelling |
PAULO FREIRE AT FARIA LIMA? CONTRIBUTIONS OF CRITICAL PEDAGOGY TO BRAZILIAN FINANCIAL LITERACYPAULO FREIRE NA FARIA LIMA? CONTRIBUIÇÕES DA PEDAGOGIA CRÍTICA À ALFABETIZAÇÃO FINANCEIRA BRASILEIRAAlfabetização Financeira CríticaPaulo FreirePrática DocenteCurrículoCritical Financial LiteracyPaulo FreireTeaching PracticeCurriculumThe aim of this paper is to highlight the voices of teachers, the professionals who make curricular decisions, about the best way to provide critical financial literacy for their students, their assumptions, thoughts and experiences. Four research questions were formulated to achieve this objective, the main one being: How can critical, collaborative and dialogical financial literacy be facilitated to help students become critical citizens in light of Paulo Freire's contributions? We explore the concept of financial literacy from different perspectives and the literature on established national curricula for financial education from some countries around the world. Next, we seek theoretical support for a better understanding of critical pedagogy, through dialogue with authors such as Paulo Freire, Henry Giroux, Jürgen Habermas, Lev Vygotsky, Peter McLaren, Michael Apple, Antonia Darder and Ira Shor. The participants in this research were sixteen teachers from elementary schools I and II in the state of São Paulo, who demonstrated adherence to critical financial literacy practices, regardless of the subject taught. This is a qualitative study that adopts case study strategies, focus groups and deliberative research, to examine the beliefs, practices and life stories and narrative vignettes of the participants. The structures developed for critical financial literacy in terms of necessary skills, knowledge, pedagogical and curricular strategies are derived from the work of teachers in classrooms and not taken from a preconceived scheme in the literature, which indicates the promotion of citizenship oriented towards social and participatory justice. This thesis provides a dynamic conceptual framework developed for critical financial literacy, derived from the work of faculty and the views of Paulo Freire, which includes the translation of theory into praxis in line with Critical Pedagogy.O objetivo deste artigo é destacar as vozes dos docentes, os profissionais que tomam decisões curriculares, sobre a melhor forma de alfabetização financeira crítica dos seus alunos, suas suposições, pensamentos e experiências. Quatro questões de pesquisa foram formuladas para atingir esse objetivo, sendo a principal: Como a alfabetização financeira crítica, colaborativa e dialógica pode ser facilitada para ajudar os alunos a se tornarem cidadãos críticos à luz das contribuições de Paulo Freire? Exploramos o conceito de alfabetização financeira de diferentes perspectivas e a literatura sobre currículos nacionais estabelecidos para educação financeira provenientes de alguns países do mundo. Em seguida, buscamos subsídios teóricos, para uma melhor compreensão da pedagogia crítica, por meio do diálogo com autores como Paulo Freire, Henry Giroux, Jürgen Habermas, Lev Vygotsky, Peter McLaren, Michael Apple, Antonia Darder e Ira Shor. Os participantes desta pesquisa foram dezesseis docentes do ensino fundamental I e II do estado de São Paulo, que demonstraram aderência às práticas de alfabetização financeira crítica, independentemente da disciplina ministrada. Trata-se de um estudo qualitativo que adota as estratégias de estudo de caso, grupos focais e investigação deliberativa, para examinar as crenças, práticas e histórias de vida e vinhetas narrativas dos participantes. As estruturas desenvolvidas para a alfabetização financeira crítica em termos de habilidades, conhecimentos, estratégias pedagógicas e curriculares necessárias são derivadas do trabalho dos professores em salas de aula e não retiradas de um esquema preconcebido na literatura, o que indica a promoção da cidadania orientada para a justiça social e participativa. Este artigo fornece uma estrutura conceitual dinâmica, desenvolvida para a alfabetização financeira crítica, derivada do trabalho dos docentes e das visões de Paulo Freire, que inclui a tradução da teoria à práxis em consonância com a Pedagogia Crítica.SciELO PreprintsSciELO PreprintsSciELO Preprints2024-04-22info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/843910.1590/SciELOPreprints.8439porhttps://preprints.scielo.org/index.php/scielo/article/view/8439/15792Copyright (c) 2024 Ahmed Sameer El Khatibhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSameer El Khatib, Ahmedreponame:SciELO Preprintsinstname:Scientific Electronic Library Online (SCIELO)instacron:SCI2024-04-15T13:06:59Zoai:ops.preprints.scielo.org:preprint/8439Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2024-04-15T13:06:59SciELO Preprints - Scientific Electronic Library Online (SCIELO)false |
dc.title.none.fl_str_mv |
PAULO FREIRE AT FARIA LIMA? CONTRIBUTIONS OF CRITICAL PEDAGOGY TO BRAZILIAN FINANCIAL LITERACY PAULO FREIRE NA FARIA LIMA? CONTRIBUIÇÕES DA PEDAGOGIA CRÍTICA À ALFABETIZAÇÃO FINANCEIRA BRASILEIRA |
title |
PAULO FREIRE AT FARIA LIMA? CONTRIBUTIONS OF CRITICAL PEDAGOGY TO BRAZILIAN FINANCIAL LITERACY |
spellingShingle |
PAULO FREIRE AT FARIA LIMA? CONTRIBUTIONS OF CRITICAL PEDAGOGY TO BRAZILIAN FINANCIAL LITERACY Sameer El Khatib, Ahmed Alfabetização Financeira Crítica Paulo Freire Prática Docente Currículo Critical Financial Literacy Paulo Freire Teaching Practice Curriculum |
title_short |
PAULO FREIRE AT FARIA LIMA? CONTRIBUTIONS OF CRITICAL PEDAGOGY TO BRAZILIAN FINANCIAL LITERACY |
title_full |
PAULO FREIRE AT FARIA LIMA? CONTRIBUTIONS OF CRITICAL PEDAGOGY TO BRAZILIAN FINANCIAL LITERACY |
title_fullStr |
PAULO FREIRE AT FARIA LIMA? CONTRIBUTIONS OF CRITICAL PEDAGOGY TO BRAZILIAN FINANCIAL LITERACY |
title_full_unstemmed |
PAULO FREIRE AT FARIA LIMA? CONTRIBUTIONS OF CRITICAL PEDAGOGY TO BRAZILIAN FINANCIAL LITERACY |
title_sort |
PAULO FREIRE AT FARIA LIMA? CONTRIBUTIONS OF CRITICAL PEDAGOGY TO BRAZILIAN FINANCIAL LITERACY |
author |
Sameer El Khatib, Ahmed |
author_facet |
Sameer El Khatib, Ahmed |
author_role |
author |
dc.contributor.author.fl_str_mv |
Sameer El Khatib, Ahmed |
dc.subject.por.fl_str_mv |
Alfabetização Financeira Crítica Paulo Freire Prática Docente Currículo Critical Financial Literacy Paulo Freire Teaching Practice Curriculum |
topic |
Alfabetização Financeira Crítica Paulo Freire Prática Docente Currículo Critical Financial Literacy Paulo Freire Teaching Practice Curriculum |
description |
The aim of this paper is to highlight the voices of teachers, the professionals who make curricular decisions, about the best way to provide critical financial literacy for their students, their assumptions, thoughts and experiences. Four research questions were formulated to achieve this objective, the main one being: How can critical, collaborative and dialogical financial literacy be facilitated to help students become critical citizens in light of Paulo Freire's contributions? We explore the concept of financial literacy from different perspectives and the literature on established national curricula for financial education from some countries around the world. Next, we seek theoretical support for a better understanding of critical pedagogy, through dialogue with authors such as Paulo Freire, Henry Giroux, Jürgen Habermas, Lev Vygotsky, Peter McLaren, Michael Apple, Antonia Darder and Ira Shor. The participants in this research were sixteen teachers from elementary schools I and II in the state of São Paulo, who demonstrated adherence to critical financial literacy practices, regardless of the subject taught. This is a qualitative study that adopts case study strategies, focus groups and deliberative research, to examine the beliefs, practices and life stories and narrative vignettes of the participants. The structures developed for critical financial literacy in terms of necessary skills, knowledge, pedagogical and curricular strategies are derived from the work of teachers in classrooms and not taken from a preconceived scheme in the literature, which indicates the promotion of citizenship oriented towards social and participatory justice. This thesis provides a dynamic conceptual framework developed for critical financial literacy, derived from the work of faculty and the views of Paulo Freire, which includes the translation of theory into praxis in line with Critical Pedagogy. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-04-22 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/8439 10.1590/SciELOPreprints.8439 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/8439 |
identifier_str_mv |
10.1590/SciELOPreprints.8439 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/8439/15792 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2024 Ahmed Sameer El Khatib https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2024 Ahmed Sameer El Khatib https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
SciELO Preprints SciELO Preprints SciELO Preprints |
publisher.none.fl_str_mv |
SciELO Preprints SciELO Preprints SciELO Preprints |
dc.source.none.fl_str_mv |
reponame:SciELO Preprints instname:Scientific Electronic Library Online (SCIELO) instacron:SCI |
instname_str |
Scientific Electronic Library Online (SCIELO) |
instacron_str |
SCI |
institution |
SCI |
reponame_str |
SciELO Preprints |
collection |
SciELO Preprints |
repository.name.fl_str_mv |
SciELO Preprints - Scientific Electronic Library Online (SCIELO) |
repository.mail.fl_str_mv |
scielo.submission@scielo.org |
_version_ |
1797047816442347520 |