Inflação sob a perspectiva da educação financeira escolar nos anos finais do ensino fundamental
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/16384 |
Resumo: | School Financial Education is a set of strategies and actions developed inside the school environment in order to invite the student to reflect from a mathematical and multidisciplinary thought about financial and economic events, which influence their lives, the organization and budgeting of families and society in general. Facing this context, it aims to analyze mathematical and non-mathematical understandings from the records of semiotic representation mobilized by students from 9th grade of Elementary School, developing tasks involves the notion of inflation. Therefore, it is based on the assumptions of School Financial Education, emphasizing Social, Family and Personal dimensions, as well as the thematic axes: I - Fundamentals of finance and economics, II- Personal and family finances, III- The opportunities, risks and traps in the money management in a consumer society and, IV - The social, economic, political, cultural and psychological dimensions that involve Financial Education; proposed by Silva and Powell (2013), as well as the invitation to reflection, the didactic connection, the duality and the multidisciplinary lens as principles for the planning of a School Financial Education Environment, according to Muniz (2016). In addition to the records of semiotic representation of Duval (2012). In the methodological perspective, the assumptions of the qualitative research are adopted, following content analysis principles and a didactic sequence composed of six tasks is taken as the source of data production. The first task emphasizes the students' knowledge about inflation, the second and third approach the inflation from the cost of the care package. The fourth task shows the official index of inflation in Brazil, the fifth requires the analysis of the inflation of demand and the sixth the inflation of costs. The fourth task shows the official index of inflation in Brazil, the fifth requires the analysis of the inflation of demand and the sixth the inflation of costs. Based on the analysis of the data, three categories are considered: "Understandings about Inflation", "Consumer Habits/Decision Making" and "Concepts/Contents related to Financial Mathematics and Statistics". From an SFEE is verified mathematical aspects related to contents/concepts of financial mathematics and statistics such as: average cost, inflation index and information processing; and non-mathematical aspects based on economic concepts of demand, of cost and inertial inflation, disinflation and deflation. Also, families' habits and behaviors are revealed in the face of economic-financial situations involving decision-making, categorized in socio-cultural, behavioral and economic-financial. |
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2019-05-06T16:17:55Z2019-05-06T16:17:55Z2018-10-23http://repositorio.ufsm.br/handle/1/16384School Financial Education is a set of strategies and actions developed inside the school environment in order to invite the student to reflect from a mathematical and multidisciplinary thought about financial and economic events, which influence their lives, the organization and budgeting of families and society in general. Facing this context, it aims to analyze mathematical and non-mathematical understandings from the records of semiotic representation mobilized by students from 9th grade of Elementary School, developing tasks involves the notion of inflation. Therefore, it is based on the assumptions of School Financial Education, emphasizing Social, Family and Personal dimensions, as well as the thematic axes: I - Fundamentals of finance and economics, II- Personal and family finances, III- The opportunities, risks and traps in the money management in a consumer society and, IV - The social, economic, political, cultural and psychological dimensions that involve Financial Education; proposed by Silva and Powell (2013), as well as the invitation to reflection, the didactic connection, the duality and the multidisciplinary lens as principles for the planning of a School Financial Education Environment, according to Muniz (2016). In addition to the records of semiotic representation of Duval (2012). In the methodological perspective, the assumptions of the qualitative research are adopted, following content analysis principles and a didactic sequence composed of six tasks is taken as the source of data production. The first task emphasizes the students' knowledge about inflation, the second and third approach the inflation from the cost of the care package. The fourth task shows the official index of inflation in Brazil, the fifth requires the analysis of the inflation of demand and the sixth the inflation of costs. The fourth task shows the official index of inflation in Brazil, the fifth requires the analysis of the inflation of demand and the sixth the inflation of costs. Based on the analysis of the data, three categories are considered: "Understandings about Inflation", "Consumer Habits/Decision Making" and "Concepts/Contents related to Financial Mathematics and Statistics". From an SFEE is verified mathematical aspects related to contents/concepts of financial mathematics and statistics such as: average cost, inflation index and information processing; and non-mathematical aspects based on economic concepts of demand, of cost and inertial inflation, disinflation and deflation. Also, families' habits and behaviors are revealed in the face of economic-financial situations involving decision-making, categorized in socio-cultural, behavioral and economic-financial.A Educação Financeira Escolar é um conjunto de estratégias e ações desenvolvidas dentro do ambiente escolar com o objetivo de convidar o aluno a refletir a partir de um pensamento matemático e multidisciplinar sobre acontecimentos financeiros e econômicos, que influenciam na sua vida, na organização e planejamento orçamentário das famílias e da sociedade, em geral. Diante deste contexto, objetiva-se analisar entendimentos matemáticos e não matemáticos a partir dos registros de representação semiótica mobilizados por alunos do 9º Ano do Ensino Fundamental ao desenvolverem tarefas que envolvam a noção de inflação. Para tanto, fundamenta-se nos pressupostos da Educação Financeira Escolar, enfatizando dimensões Social, Familiar e Pessoal, assim como, os eixos temáticos: I - Noções básicas de finanças e economia, II- Finanças pessoal e familiar, III - As oportunidades, os riscos e as armadilhas na gestão do dinheiro numa sociedade de consumo; e IV - As dimensões sociais, econômicas, políticas, culturais e psicológicas que envolvem a Educação Financeira; propostos por Silva e Powell (2013), bem como, o convite à reflexão, a conexão didática, a dualidade e a lente multidisciplinar como princípios para o planejamento de um Ambiente de Educação Financeira Escolar, segundo Muniz (2016). Além dos registros de representação semiótica de Duval (2012). Na perspectiva metodológica, adotam-se os pressupostos da pesquisa qualitativa, seguindo princípios da análise de conteúdo e toma-se como fonte de produção de dados uma sequência didática composta por seis tarefas. A primeira tarefa enfatiza conhecimentos dos alunos sobre o tema inflação, a segunda e a terceira abordam a inflação a partir do custo da cesta básica. A quarta tarefa evidencia o índice oficial de inflação do Brasil, a quinta requer a análise da inflação de demanda e a sexta da inflação de custos. Com base na análise dos dados consideram-se três categorias, a saber: “Entendimentos sobre Inflação”, “Hábitos de consumo/Tomada de Decisão” e “Conceitos/Conteúdos relacionados à Matemática Financeira e Estatística”. A partir de um AEFE constata-se aspectos matemáticos relacionados com conteúdos/conceitos de matemática financeira e estatística como: custo médio, índice de inflação e tratamento da informação; e, aspectos não-matemáticos a partir de conceitos econômicos de inflação de demanda, de custo e inercial, desinflação e deflação. Também, revelam-se hábitos e costumes das famílias, diante de situações econômico-financeiras que envolvem tomada de decisão, categorizados em sociocultural, comportamental e econômico-financeiro.porUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação Matemática e Ensino de FísicaUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação matemáticaAmbientes de educação financeira escolarSequência didáticaRegistros de representação semióticaMathematics educationSchool financial education environmentsDidactic sequenceRegisters of semiotic representationCNPQ::CIENCIAS HUMANAS::EDUCACAOInflação sob a perspectiva da educação financeira escolar nos anos finais do ensino fundamentalInflation under the perspective of school financial education in the final years of elementary schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMariani, Rita de Cássia Pistóiahttp://lattes.cnpq.br/8330933788557081Silva, Amarildo Melchiades dahttp://lattes.cnpq.br/4205648131746032Soares, Maria Arlita da Silveirahttp://lattes.cnpq.br/3103885429038868http://lattes.cnpq.br/1432883177279125Almansa, Suziane Dias7008000000066001587a7ea-0877-496d-a629-7a9c40ad00dd124211cf-5cf2-4821-a479-cce0fcf6c0da0edfee26-e064-43a2-a140-74ffbf711aa372be8b08-8e43-4677-b16b-0ef813d736c4reponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEMEF_2018_ALMANSA_SUZIANE.pdfDIS_PPGEMEF_2018_ALMANSA_SUZIANE.pdfDissertação de Mestradoapplication/pdf3973419http://repositorio.ufsm.br/bitstream/1/16384/1/DIS_PPGEMEF_2018_ALMANSA_SUZIANE.pdfdc5d6ced17f59d9ffa99a9b3ae232eb8MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Inflação sob a perspectiva da educação financeira escolar nos anos finais do ensino fundamental |
dc.title.alternative.eng.fl_str_mv |
Inflation under the perspective of school financial education in the final years of elementary school |
title |
Inflação sob a perspectiva da educação financeira escolar nos anos finais do ensino fundamental |
spellingShingle |
Inflação sob a perspectiva da educação financeira escolar nos anos finais do ensino fundamental Almansa, Suziane Dias Educação matemática Ambientes de educação financeira escolar Sequência didática Registros de representação semiótica Mathematics education School financial education environments Didactic sequence Registers of semiotic representation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Inflação sob a perspectiva da educação financeira escolar nos anos finais do ensino fundamental |
title_full |
Inflação sob a perspectiva da educação financeira escolar nos anos finais do ensino fundamental |
title_fullStr |
Inflação sob a perspectiva da educação financeira escolar nos anos finais do ensino fundamental |
title_full_unstemmed |
Inflação sob a perspectiva da educação financeira escolar nos anos finais do ensino fundamental |
title_sort |
Inflação sob a perspectiva da educação financeira escolar nos anos finais do ensino fundamental |
author |
Almansa, Suziane Dias |
author_facet |
Almansa, Suziane Dias |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Mariani, Rita de Cássia Pistóia |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8330933788557081 |
dc.contributor.referee1.fl_str_mv |
Silva, Amarildo Melchiades da |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4205648131746032 |
dc.contributor.referee2.fl_str_mv |
Soares, Maria Arlita da Silveira |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/3103885429038868 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1432883177279125 |
dc.contributor.author.fl_str_mv |
Almansa, Suziane Dias |
contributor_str_mv |
Mariani, Rita de Cássia Pistóia Silva, Amarildo Melchiades da Soares, Maria Arlita da Silveira |
dc.subject.por.fl_str_mv |
Educação matemática Ambientes de educação financeira escolar Sequência didática Registros de representação semiótica |
topic |
Educação matemática Ambientes de educação financeira escolar Sequência didática Registros de representação semiótica Mathematics education School financial education environments Didactic sequence Registers of semiotic representation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Mathematics education School financial education environments Didactic sequence Registers of semiotic representation |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
School Financial Education is a set of strategies and actions developed inside the school environment in order to invite the student to reflect from a mathematical and multidisciplinary thought about financial and economic events, which influence their lives, the organization and budgeting of families and society in general. Facing this context, it aims to analyze mathematical and non-mathematical understandings from the records of semiotic representation mobilized by students from 9th grade of Elementary School, developing tasks involves the notion of inflation. Therefore, it is based on the assumptions of School Financial Education, emphasizing Social, Family and Personal dimensions, as well as the thematic axes: I - Fundamentals of finance and economics, II- Personal and family finances, III- The opportunities, risks and traps in the money management in a consumer society and, IV - The social, economic, political, cultural and psychological dimensions that involve Financial Education; proposed by Silva and Powell (2013), as well as the invitation to reflection, the didactic connection, the duality and the multidisciplinary lens as principles for the planning of a School Financial Education Environment, according to Muniz (2016). In addition to the records of semiotic representation of Duval (2012). In the methodological perspective, the assumptions of the qualitative research are adopted, following content analysis principles and a didactic sequence composed of six tasks is taken as the source of data production. The first task emphasizes the students' knowledge about inflation, the second and third approach the inflation from the cost of the care package. The fourth task shows the official index of inflation in Brazil, the fifth requires the analysis of the inflation of demand and the sixth the inflation of costs. The fourth task shows the official index of inflation in Brazil, the fifth requires the analysis of the inflation of demand and the sixth the inflation of costs. Based on the analysis of the data, three categories are considered: "Understandings about Inflation", "Consumer Habits/Decision Making" and "Concepts/Contents related to Financial Mathematics and Statistics". From an SFEE is verified mathematical aspects related to contents/concepts of financial mathematics and statistics such as: average cost, inflation index and information processing; and non-mathematical aspects based on economic concepts of demand, of cost and inertial inflation, disinflation and deflation. Also, families' habits and behaviors are revealed in the face of economic-financial situations involving decision-making, categorized in socio-cultural, behavioral and economic-financial. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-10-23 |
dc.date.accessioned.fl_str_mv |
2019-05-06T16:17:55Z |
dc.date.available.fl_str_mv |
2019-05-06T16:17:55Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
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http://repositorio.ufsm.br/handle/1/16384 |
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http://repositorio.ufsm.br/handle/1/16384 |
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por |
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por |
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700800000006 |
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600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação Matemática e Ensino de Física |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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