FINANCIAL EDUCATION IN TEACHER TRAINING: A LOOK AT BRAZILIAN STRICTO SENSU PRODUCTION

• Autor(a) principal: Aguiar, Reullyanne Freitas de
• Data de Publicação: 2023
• Outros Autores: Sales, Francisco Alexandre de Lima, Neres, Raimundo Luna, Feio, Leila do Socorro Rodrigues
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/15389
• topic: Formación continua.; Formación inicial.; Educación matemática.; Matemática financiera.; Educación financiera; Continuing education.; Initial formation.; Mathematics education.; Financial math.; Financial education; Formação continuada.; Formação inicial.; Educação matemática.; Matemática financeira.; Educação Financeira

In this study, research on financial education and teacher training conducted by Postgraduate programs in Brazil was examined, spanning the quadrennial periods of thesis and dissertation evaluations from 2013 to 2016 and from 2017 to 2020. The aim was to strengthen the contributions of these scientific insights, given the recent practice of introducing this thematic into primary education in the country. To achieve this objective, an exploratory search was conducted within the Digital Library of Theses and Dissertations and utilizing the open data from Capes, leading to the selection of 11 works. The findings revealed that the highest concentration of productions was centered in the Southeastern region. Nevertheless, the Federal University of Pernambuco (UFPE) emerged as the higher education institution with the highest number of productions, as compared to other institutions. The research corpus derived from these works was analyzed and categorized into three classifications: (a) continuing education, (b) level of financial literacy knowledge among teachers, and (c) analysis of documents governing higher education, particularly concerning the inclusion of financial mathematics as a discipline. The majority of these works were observed to converge towards continuing education, thereby leaving a gap for research pertaining to initial undergraduate teacher education programs in mathematics.