FINANCIAL EDUCATION IN TEACHER TRAINING: A LOOK AT BRAZILIAN STRICTO SENSU PRODUCTION
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Reamec |
Texto Completo: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/15389 |
Resumo: | 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. |
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FINANCIAL EDUCATION IN TEACHER TRAINING: A LOOK AT BRAZILIAN STRICTO SENSU PRODUCTIONEDUCACIÓN FINANCIERA EN LA FORMACIÓN DOCENTE: UNA MIRADA A LA PRODUCCIÓN BRASILEÑA STRICTO SENSUEDUCAÇÃO FINANCEIRA NA FORMAÇÃO DE PROFESSORES: UM OLHAR SOBRE A PRODUÇÃO STRICTO SENSU BRASILEIRAFormación continua.Formación inicial.Educación matemática.Matemática financiera.Educación financieraContinuing education.Initial formation.Mathematics education.Financial math.Financial educationFormação continuada.Formação inicial.Educação matemática.Matemática financeira.Educação FinanceiraIn 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.En este estudio, se analizaron investigaciones sobre educación financiera y formación docente realizadas por programas de Posgrado en Brasil, abarcando los períodos cuatrienales de evaluaciones de tesis y disertaciones desde 2013 hasta 2016 y desde 2017 hasta 2020. El propósito fue fortalecer las contribuciones de estos conocimientos científicos, dado que la inserción de esta temática en la educación primaria es una práctica reciente en el país. Para lograr este objetivo, se realizó una búsqueda exploratoria en la Biblioteca Digital de Tesis y Disertaciones y utilizando los datos abiertos de Capes, lo que resultó en la selección de 11 trabajos. Los hallazgos revelaron que la mayor concentración de producciones se localizó en la región Sudeste. No obstante, la Universidad Federal de Pernambuco (UFPE) se destacó como la institución de educación superior con el mayor número de producciones, en comparación con otras instituciones. El corpus de investigación derivado de estos trabajos fue analizado y categorizado en tres clasificaciones: (a) formación continuada, (b) nivel de conocimiento en alfabetización financiera de los docentes y (c) análisis de documentos que regulan la educación superior, particularmente en lo referente a la inclusión de matemáticas financieras como disciplina. Se observó que la mayoría de estos trabajos convergían hacia la formación continuada, dejando así un vacío para investigaciones relacionadas con programas iniciales de formación de docentes en matemáticas.Neste estudo, analisou-se pesquisas sobre a educação financeira e formação de professores produzidas pelos programas de Pós-Graduação desenvolvidas no Brasil, entre os quadriênios de avaliações de teses e dissertações no período de 2013 a 2016 e de 2017 a 2020, buscando fortalecer as contribuições destes conhecimentos científicos, haja vista que a inserção dessa temática na educação básica é uma prática recente no país. Para isso, foi realizada uma busca exploratória na Biblioteca Digital de Teses e Dissertações e nos dados abertos da Capes, a qual foram selecionadas 11 produções. Como resultados encontrados, constatou-se que a maior concentração de produções esteve localizado na região Sudeste. No entanto, a Universidade Federal de Pernambuco (UFPE) se apresentou como a instituição de ensino superior (IES) com maior número de produções quando comparadas a outra IES. O corpus da pesquisa que emergiu dessas produções foi analisado e categorizados em três classificações: (a) formação continuada, (b) nível de conhecimento em letramento financeiro dos professores e (c) análise dos documentos que regem o ensino superior, com relação a inserção da disciplina de matemática financeira. Verificou-se que a maioria das produções convergiram para a formação continuada deixando assim uma lacuna para as pesquisas relacionadas aos cursos de formação inicial de licenciatura em matemática.Universidade Federal de Mato Grosso (UFMT)2023-08-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/1538910.26571/reamec.v11i1.15389 REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 11 Núm. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23049REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 11 n. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23049REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 11 No. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e230492318-6674reponame:Revista Reamecinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMTporhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/15389/12562Copyright (c) 2023 Reullyanne Freitas de Aguiar, Francisco Alexandre de Lima Sales, Raimundo Luna Neres, Leila do Socorro Rodrigues Feiohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessAguiar, Reullyanne Freitas deSales, Francisco Alexandre de LimaNeres, Raimundo LunaFeio, Leila do Socorro Rodrigues2024-01-28T21:08:51Zoai:periodicoscientificos.ufmt.br:article/15389Revistahttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/indexPUBhttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/oairevistareamec@gmail.com||2318-66742318-6674opendoar:2024-01-28T21:08:51Revista Reamec - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
FINANCIAL EDUCATION IN TEACHER TRAINING: A LOOK AT BRAZILIAN STRICTO SENSU PRODUCTION EDUCACIÓN FINANCIERA EN LA FORMACIÓN DOCENTE: UNA MIRADA A LA PRODUCCIÓN BRASILEÑA STRICTO SENSU EDUCAÇÃO FINANCEIRA NA FORMAÇÃO DE PROFESSORES: UM OLHAR SOBRE A PRODUÇÃO STRICTO SENSU BRASILEIRA |
title |
FINANCIAL EDUCATION IN TEACHER TRAINING: A LOOK AT BRAZILIAN STRICTO SENSU PRODUCTION |
spellingShingle |
FINANCIAL EDUCATION IN TEACHER TRAINING: A LOOK AT BRAZILIAN STRICTO SENSU PRODUCTION Aguiar, Reullyanne Freitas de 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 |
title_short |
FINANCIAL EDUCATION IN TEACHER TRAINING: A LOOK AT BRAZILIAN STRICTO SENSU PRODUCTION |
title_full |
FINANCIAL EDUCATION IN TEACHER TRAINING: A LOOK AT BRAZILIAN STRICTO SENSU PRODUCTION |
title_fullStr |
FINANCIAL EDUCATION IN TEACHER TRAINING: A LOOK AT BRAZILIAN STRICTO SENSU PRODUCTION |
title_full_unstemmed |
FINANCIAL EDUCATION IN TEACHER TRAINING: A LOOK AT BRAZILIAN STRICTO SENSU PRODUCTION |
title_sort |
FINANCIAL EDUCATION IN TEACHER TRAINING: A LOOK AT BRAZILIAN STRICTO SENSU PRODUCTION |
author |
Aguiar, Reullyanne Freitas de |
author_facet |
Aguiar, Reullyanne Freitas de Sales, Francisco Alexandre de Lima Neres, Raimundo Luna Feio, Leila do Socorro Rodrigues |
author_role |
author |
author2 |
Sales, Francisco Alexandre de Lima Neres, Raimundo Luna Feio, Leila do Socorro Rodrigues |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Aguiar, Reullyanne Freitas de Sales, Francisco Alexandre de Lima Neres, Raimundo Luna Feio, Leila do Socorro Rodrigues |
dc.subject.por.fl_str_mv |
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 |
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 |
description |
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. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-08-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/15389 10.26571/reamec.v11i1.15389 |
url |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/15389 |
identifier_str_mv |
10.26571/reamec.v11i1.15389 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/15389/12562 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso (UFMT) |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso (UFMT) |
dc.source.none.fl_str_mv |
REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 11 Núm. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23049 REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 11 n. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23049 REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 11 No. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23049 2318-6674 reponame:Revista Reamec instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
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Universidade Federal de Mato Grosso (UFMT) |
instacron_str |
UFMT |
institution |
UFMT |
reponame_str |
Revista Reamec |
collection |
Revista Reamec |
repository.name.fl_str_mv |
Revista Reamec - Universidade Federal de Mato Grosso (UFMT) |
repository.mail.fl_str_mv |
revistareamec@gmail.com|| |
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