Educação Financeira: concepções de estudantes de um pré-vestibular social em Duque de Caxias
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UERJ |
Texto Completo: | http://www.bdtd.uerj.br/handle/1/19033 |
Resumo: | The purpose of this dissertation is to investigate the conceptions of students from peripheries, who study in a social pre-university entrance exam, in relation to Financial Education. In the research, we set out to answer the following question: What knowledge and meanings are produced by a group of students from Duque de Caxias when discussing Financial Education? To this end, a study was carried out involving 15 students from a pre-university entrance exam in Duque de Caxias, which is a peripheral city in the state of Rio de Janeiro. We built our theoretical foundation based on the themes of critical Financial Education, consumption in modern liquid society and decolonial pedagogy. The method consisted of a study divided into three stages, using the action research technique. The first referred to the application of a questionnaire with the intention of raising the students' socioeconomic profile and their initial conceptions about Financial Education. The second turned to the intervention phase, which was divided into five meetings, dealing with the topics of consumption, organization of the domestic budget, the power of compound interest, ethics in Financial Education and entrepreneurship. And, finally, the third corresponds to the application of a final questionnaire, with some questions similar to the initial questionnaire. The results of the initial questionnaire show that the conceptions of the investigated students are of a Financial Education that is reduced to investments, the organization of the financial budget and the contents related to Financial Mathematics. After the teaching intervention, we could observe through the final questionnaire that there was an expansion of the concepts related to Financial Education, undoing some mistaken ideas and starting to have a more critical position. The importance of this research lies in listening to the voices of subjects from the periphery, their perceptions, their decision making and how they operate in today's consumer society, pointing out ways that can create conditions for the construction of a critical Financial Education in the classroom, that meet the needs experienced by these subjects. |
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Barbosa, Gabriela dos Santoshttp://lattes.cnpq.br/4376993135659619Brião, Gabriela Felixhttp://lattes.cnpq.br/4285722016887839Kistemann Junior, Marco Auréliohttp://lattes.cnpq.br/0321706175094911http://lattes.cnpq.br/3545169642109829Araújo, Jerlan Manaia dejerlanmanaia@icloud.com2023-02-07T19:08:03Z2020-02-02ARAÚJO, Jerlan Manaia de. Educação Financeira: concepções de estudantes de um pré-vestibular social em Duque de Caxias. 2020. 136 f. Dissertação (Mestrado em Educação, Cultura e Comunicação) - Faculdade de Educação da Baixada Fluminense, Universidade do Estado do Rio de Janeiro, Duque de Caxais, 2020.http://www.bdtd.uerj.br/handle/1/19033The purpose of this dissertation is to investigate the conceptions of students from peripheries, who study in a social pre-university entrance exam, in relation to Financial Education. In the research, we set out to answer the following question: What knowledge and meanings are produced by a group of students from Duque de Caxias when discussing Financial Education? To this end, a study was carried out involving 15 students from a pre-university entrance exam in Duque de Caxias, which is a peripheral city in the state of Rio de Janeiro. We built our theoretical foundation based on the themes of critical Financial Education, consumption in modern liquid society and decolonial pedagogy. The method consisted of a study divided into three stages, using the action research technique. The first referred to the application of a questionnaire with the intention of raising the students' socioeconomic profile and their initial conceptions about Financial Education. The second turned to the intervention phase, which was divided into five meetings, dealing with the topics of consumption, organization of the domestic budget, the power of compound interest, ethics in Financial Education and entrepreneurship. And, finally, the third corresponds to the application of a final questionnaire, with some questions similar to the initial questionnaire. The results of the initial questionnaire show that the conceptions of the investigated students are of a Financial Education that is reduced to investments, the organization of the financial budget and the contents related to Financial Mathematics. After the teaching intervention, we could observe through the final questionnaire that there was an expansion of the concepts related to Financial Education, undoing some mistaken ideas and starting to have a more critical position. The importance of this research lies in listening to the voices of subjects from the periphery, their perceptions, their decision making and how they operate in today's consumer society, pointing out ways that can create conditions for the construction of a critical Financial Education in the classroom, that meet the needs experienced by these subjects.A presente dissertação teve por objetivo investigar as concepções de estudantes de periferias, que estudam num pré-vestibular social, em relação à Educação Financeira. Na pesquisa, propusemo-nos a responder a seguinte questão: Que conhecimentos e significados são produzidos por um grupo de estudantes de Duque de Caxias ao se discutir Educação Financeira? Para tanto, foi realizado um estudo envolvendo 15 estudantes de um pré-vestibular social em Duque de Caxias, que é uma cidade periférica do estado do Rio de Janeiro. Construímos nossa fundamentação teórica assentada sobre os temas de Educação Financeira crítica, consumo na sociedade líquido-moderna e Pedagogia Decolonial. O método constou de um estudo dividido em três etapas, utilizando a técnica de pesquisa-ação. A primeira referiu-se a aplicação de um questionário com a intenção de levantar o perfil socioeconômico dos estudantes e suas concepções iniciais sobre Educação Financeira. A segunda voltou-se para a fase de intervenção, que foi dividida em cinco encontros, versando sobre os temas consumo, organização do orçamento doméstico, o poder dos juros compostos, ética em Educação Financeira e empreendedorismo. E, por fim, a terceira corresponde à aplicação de um questionário final, com algumas questões semelhantes ao do questionário inicial. Os resultados do questionário inicial mostram que as concepções dos estudantes investigados é de uma Educação Financeira que se reduz a investimentos, a organização do orçamento financeiro e aos conteúdos relacionados a Matemática Financeira. Após a intervenção de ensino, pudemos observar através do questionário final que houve uma ampliação dos conceitos relacionados à Educação Financeira, desfazendo algumas ideias equivocadas e passando a ter um posicionamento mais crítico. A importância dessa pesquisa reside em ouvir as vozes dos sujeitos da periferia, suas percepções, suas tomadas de decisão e como estes operam na atual sociedade de consumo, apontando caminhos que possam criar condições para a construção de uma Educação Financeira crítica em sala de aula, que atendam às necessidades vivenciadas por esses sujeitos.Submitted by Lucia Helena CEH/C (luciaandrade.bib@gmail.com) on 2023-02-07T19:08:03Z No. of bitstreams: 1 Dissertação Jerlan Manaia de Araújo - 2020 - Completa.pdf: 1621877 bytes, checksum: d862558d7f0f592377922c83312c742a (MD5)Made available in DSpace on 2023-02-07T19:08:03Z (GMT). No. of bitstreams: 1 Dissertação Jerlan Manaia de Araújo - 2020 - Completa.pdf: 1621877 bytes, checksum: d862558d7f0f592377922c83312c742a (MD5) Previous issue date: 2020-02-02application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em Educação, Cultura e ComunicaçãoUERJBrasilCentro de Educação e Humanidades::Faculdade de Educação da Baixada FluminenseFinancial educationPre-university entrance examConsumptionDecolonial pedagogyMathematical EducationEducação FinanceiraPré-Vestibular SocialConsumoPedagogia DecolonialEducação MatemáticaCIENCIAS HUMANAS::EDUCACAOEducação Financeira: concepções de estudantes de um pré-vestibular social em Duque de CaxiasFinancial Education: conceptions of students from a social pre university entrance exam in Duque de Caxiasinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALDissertação - Jerlan Manaia de Araújo - 2020 - Completa.pdfDissertação - Jerlan Manaia de Araújo - 2020 - Completa.pdfapplication/pdf1621877http://www.bdtd.uerj.br/bitstream/1/19033/2/Dissertac%CC%A7a%CC%83o+-+Jerlan+Manaia+de+Arau%CC%81jo+-+2020+-+Completa.pdfd862558d7f0f592377922c83312c742aMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82123http://www.bdtd.uerj.br/bitstream/1/19033/1/license.txte5502652da718045d7fcd832b79fca29MD511/190332024-02-27 13:04:35.044oai:www.bdtd.uerj.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-27T16:04:35Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
Educação Financeira: concepções de estudantes de um pré-vestibular social em Duque de Caxias |
dc.title.alternative.eng.fl_str_mv |
Financial Education: conceptions of students from a social pre university entrance exam in Duque de Caxias |
title |
Educação Financeira: concepções de estudantes de um pré-vestibular social em Duque de Caxias |
spellingShingle |
Educação Financeira: concepções de estudantes de um pré-vestibular social em Duque de Caxias Araújo, Jerlan Manaia de Financial education Pre-university entrance exam Consumption Decolonial pedagogy Mathematical Education Educação Financeira Pré-Vestibular Social Consumo Pedagogia Decolonial Educação Matemática CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educação Financeira: concepções de estudantes de um pré-vestibular social em Duque de Caxias |
title_full |
Educação Financeira: concepções de estudantes de um pré-vestibular social em Duque de Caxias |
title_fullStr |
Educação Financeira: concepções de estudantes de um pré-vestibular social em Duque de Caxias |
title_full_unstemmed |
Educação Financeira: concepções de estudantes de um pré-vestibular social em Duque de Caxias |
title_sort |
Educação Financeira: concepções de estudantes de um pré-vestibular social em Duque de Caxias |
author |
Araújo, Jerlan Manaia de |
author_facet |
Araújo, Jerlan Manaia de jerlanmanaia@icloud.com |
author_role |
author |
author2 |
jerlanmanaia@icloud.com |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Barbosa, Gabriela dos Santos |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4376993135659619 |
dc.contributor.referee1.fl_str_mv |
Brião, Gabriela Felix |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4285722016887839 |
dc.contributor.referee2.fl_str_mv |
Kistemann Junior, Marco Aurélio |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/0321706175094911 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3545169642109829 |
dc.contributor.author.fl_str_mv |
Araújo, Jerlan Manaia de jerlanmanaia@icloud.com |
contributor_str_mv |
Barbosa, Gabriela dos Santos Brião, Gabriela Felix Kistemann Junior, Marco Aurélio |
dc.subject.eng.fl_str_mv |
Financial education Pre-university entrance exam Consumption Decolonial pedagogy Mathematical Education |
topic |
Financial education Pre-university entrance exam Consumption Decolonial pedagogy Mathematical Education Educação Financeira Pré-Vestibular Social Consumo Pedagogia Decolonial Educação Matemática CIENCIAS HUMANAS::EDUCACAO |
dc.subject.por.fl_str_mv |
Educação Financeira Pré-Vestibular Social Consumo Pedagogia Decolonial Educação Matemática |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The purpose of this dissertation is to investigate the conceptions of students from peripheries, who study in a social pre-university entrance exam, in relation to Financial Education. In the research, we set out to answer the following question: What knowledge and meanings are produced by a group of students from Duque de Caxias when discussing Financial Education? To this end, a study was carried out involving 15 students from a pre-university entrance exam in Duque de Caxias, which is a peripheral city in the state of Rio de Janeiro. We built our theoretical foundation based on the themes of critical Financial Education, consumption in modern liquid society and decolonial pedagogy. The method consisted of a study divided into three stages, using the action research technique. The first referred to the application of a questionnaire with the intention of raising the students' socioeconomic profile and their initial conceptions about Financial Education. The second turned to the intervention phase, which was divided into five meetings, dealing with the topics of consumption, organization of the domestic budget, the power of compound interest, ethics in Financial Education and entrepreneurship. And, finally, the third corresponds to the application of a final questionnaire, with some questions similar to the initial questionnaire. The results of the initial questionnaire show that the conceptions of the investigated students are of a Financial Education that is reduced to investments, the organization of the financial budget and the contents related to Financial Mathematics. After the teaching intervention, we could observe through the final questionnaire that there was an expansion of the concepts related to Financial Education, undoing some mistaken ideas and starting to have a more critical position. The importance of this research lies in listening to the voices of subjects from the periphery, their perceptions, their decision making and how they operate in today's consumer society, pointing out ways that can create conditions for the construction of a critical Financial Education in the classroom, that meet the needs experienced by these subjects. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-02-02 |
dc.date.accessioned.fl_str_mv |
2023-02-07T19:08:03Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
ARAÚJO, Jerlan Manaia de. Educação Financeira: concepções de estudantes de um pré-vestibular social em Duque de Caxias. 2020. 136 f. Dissertação (Mestrado em Educação, Cultura e Comunicação) - Faculdade de Educação da Baixada Fluminense, Universidade do Estado do Rio de Janeiro, Duque de Caxais, 2020. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/19033 |
identifier_str_mv |
ARAÚJO, Jerlan Manaia de. Educação Financeira: concepções de estudantes de um pré-vestibular social em Duque de Caxias. 2020. 136 f. Dissertação (Mestrado em Educação, Cultura e Comunicação) - Faculdade de Educação da Baixada Fluminense, Universidade do Estado do Rio de Janeiro, Duque de Caxais, 2020. |
url |
http://www.bdtd.uerj.br/handle/1/19033 |
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Universidade do Estado do Rio de Janeiro |
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Programa de Pós-Graduação em Educação, Cultura e Comunicação |
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UERJ |
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Brasil |
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Centro de Educação e Humanidades::Faculdade de Educação da Baixada Fluminense |
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Universidade do Estado do Rio de Janeiro |
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