Estudo de representação sobre os recursos monetários e sua relação com o consumo por crianças e adolescentes, em uma perspectiva piagetiana
Autor(a) principal: | |
---|---|
Data de Publicação: | 2009 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | LOCUS Repositório Institucional da UFV |
Texto Completo: | http://locus.ufv.br/handle/123456789/3328 |
Resumo: | Children and adolescents live in economically globalized world and seek to know and explain everything that is around them. Therefore, to understand how children think and what their ideas on the interfaces of the economic world allows a better understanding of how to build this social knowledge. Given this, we asked how children and adolescents between 4 and 13 years of age build their representation of knowledge about monetary resources and its relationship with consumption? The hypothesis was that children since the age of 4 make representations about monetary resources and its relationship to consumption. These representations are changed gradually as the subjects develop cognitively. Thus, at each level of development they have different ideas about monetary resources and its relation to consumption, guided by their thought structure. However, not all children of the same stage of cognitive development are on the same level of representation of social knowledge. The objectives of this study were to analyze and describe the representations of children and adolescents between 4 and 13 years of age on monetary resources and its relation to consumption. The study anchored itself on qualitative research, based on Piaget's clinical method. The sample consisted of 60 students from public schools, with 10 subjects in average age groups: 4, 6, 7, 10, 11 and 13. For data collection, a clinical interview was made, which consisted of basic and complementary questions and of concrete ideas. Analysis of the data came from establishing the following categories: monetary resources, consumption and money value vs. consumption. The classification of the answers occurred by levels (pre-level I, level I, level II and level III). The results indicated that the construction of social knowledge about monetary resources and their relationship with the consumer goes through evolutionary levels, from the simplest to the most complex, confirming the hypothesis of the study. Children at pre-level I represent money as bills and coins, which are found at any store and used to buy. They accompany their parents shopping, but they do not buy everything the children want. Children at level I consider the money as coming from the bank. For them, coins and bills are the types of resources used to buy things. They shop with their parents, but they do not buy everything they want because they do not have enough money. For them, money is used to buy and save. Level II subjects represent money as a means of payment used in buying and use coins, bills and cards made in a money factory. They like to make purchases on their own or with their parents, but they do not get everything they want because, first, they buy the food they need. Money has the function of purchasing, paying, loaning and saving. For adolescents at level III, money is a means of exchange to obtain products, and for that they use bills, coins, cards and checks made at a money factory, which is linked to the federal government. They shop, but do not get everything they want because they have little money and can not go into debt. Money is used to exchange for products and services for consumption and to do things and it is to be used in the future. It may be inferred that individuals construct their knowledge about monetary resources and its relationship to the consumer from their experiences and according to the opportunities their cognitive structures allow since social knowledge is constructed from social interaction and communication. The representations of the subjects show the evolution of their knowledge in a continuous progression, because the older subjects explain their ideas in more detail than the children who still depend on the visible aspects of objects to represent their ideas. |
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Rocha, Mônicahttp://lattes.cnpq.br/0922265800429328Silva, Neuza Maria dahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783876Z0Coria, Marianela Del Carmen DenegriBarreto, Maria de Lourdes Mattoshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4700160D8Bartolomeu, Tereza Angélicahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4709252T1Pinto, Neide Maria de Almeidahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4701521A0Mello, Rita Márcia Andrade Vaz dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4760230H92015-03-26T13:19:43Z2015-03-032015-03-26T13:19:43Z2009-11-30ROCHA, Mônica. Study of the representation on monetary resources and its relation to consumption by children and adolescents, from a Piagetian perspective. 2009. 288 f. Dissertação (Mestrado em Economia familiar; Estudo da família; Teoria econômica e Educação do consumidor) - Universidade Federal de Viçosa, Viçosa, 2009.http://locus.ufv.br/handle/123456789/3328Children and adolescents live in economically globalized world and seek to know and explain everything that is around them. Therefore, to understand how children think and what their ideas on the interfaces of the economic world allows a better understanding of how to build this social knowledge. Given this, we asked how children and adolescents between 4 and 13 years of age build their representation of knowledge about monetary resources and its relationship with consumption? The hypothesis was that children since the age of 4 make representations about monetary resources and its relationship to consumption. These representations are changed gradually as the subjects develop cognitively. Thus, at each level of development they have different ideas about monetary resources and its relation to consumption, guided by their thought structure. However, not all children of the same stage of cognitive development are on the same level of representation of social knowledge. The objectives of this study were to analyze and describe the representations of children and adolescents between 4 and 13 years of age on monetary resources and its relation to consumption. The study anchored itself on qualitative research, based on Piaget's clinical method. The sample consisted of 60 students from public schools, with 10 subjects in average age groups: 4, 6, 7, 10, 11 and 13. For data collection, a clinical interview was made, which consisted of basic and complementary questions and of concrete ideas. Analysis of the data came from establishing the following categories: monetary resources, consumption and money value vs. consumption. The classification of the answers occurred by levels (pre-level I, level I, level II and level III). The results indicated that the construction of social knowledge about monetary resources and their relationship with the consumer goes through evolutionary levels, from the simplest to the most complex, confirming the hypothesis of the study. Children at pre-level I represent money as bills and coins, which are found at any store and used to buy. They accompany their parents shopping, but they do not buy everything the children want. Children at level I consider the money as coming from the bank. For them, coins and bills are the types of resources used to buy things. They shop with their parents, but they do not buy everything they want because they do not have enough money. For them, money is used to buy and save. Level II subjects represent money as a means of payment used in buying and use coins, bills and cards made in a money factory. They like to make purchases on their own or with their parents, but they do not get everything they want because, first, they buy the food they need. Money has the function of purchasing, paying, loaning and saving. For adolescents at level III, money is a means of exchange to obtain products, and for that they use bills, coins, cards and checks made at a money factory, which is linked to the federal government. They shop, but do not get everything they want because they have little money and can not go into debt. Money is used to exchange for products and services for consumption and to do things and it is to be used in the future. It may be inferred that individuals construct their knowledge about monetary resources and its relationship to the consumer from their experiences and according to the opportunities their cognitive structures allow since social knowledge is constructed from social interaction and communication. The representations of the subjects show the evolution of their knowledge in a continuous progression, because the older subjects explain their ideas in more detail than the children who still depend on the visible aspects of objects to represent their ideas.Crianças e adolescentes vivem num mundo economicamente globalizado e buscam conhecer e explicar tudo o que está à sua volta. Por isso, compreender a forma como as crianças pensam e quais as suas ideias sobre as interfaces do mundo econômico permite a compreensão de como constroem esse conhecimento social. Diante disso, questionou-se como as crianças e os adolescentes de 4 a 13 anos constroem a representação sobre o conhecimento a respeito dos recursos monetários e sua relação com o consumo? A hipótese consistiu em: as crianças desde os 4 anos fazem representações sobre os recursos monetários e sua relação com o consumo. Essas representações se modificam, progressivamente, à medida que os sujeitos se desenvolvem cognitivamente. Assim, em cada nível de desenvolvimento terão ideias diferentes sobre os recursos monetários e sua relação com o consumo, norteadas por sua estrutura de pensamento. No entanto, nem todas as crianças do mesmo estágio de desenvolvimento cognitivo estão no mesmo nível de representação desse conhecimento social. Os objetivos deste estudo foram analisar e descrever as representações das crianças e dos adolescentes de 4 a 13 anos sobre os recursos monetários e suas relações com o consumo. O estudo está ancorado na pesquisa qualitativa e baseado no método clínico piagetiano. A amostra foi composta por 60 estudantes de escolas públicas, sendo 10 sujeitos nas faixas etárias médias de 4, 6, 7, 10, 11 e 13 anos. Para a coleta dos dados, foi construída a entrevista clínica, que constou de perguntas básicas e complementares e do material concreto. A análise dos dados partiu do estabelecimento das seguintes categorias: recursos monetários, consumo e relação dinheiro vs. consumo. A classificação das respostas dos sujeitos ocorreu por níveis (nível pré-I, nível I, nível II e nível III). Os resultados indicaram que a construção do conhecimento social sobre os recursos monetários e sua relação com o consumo passa por níveis evolutivos, desde os mais simples até os mais complexos, confirmando a hipótese da pesquisa. As crianças do nível pré-I representam o dinheiro como as notas e moedas, que se encontram em qualquer loja e servem para comprar. Acompanham seus pais nas compras, mas eles não compram tudo o que as crianças desejam. As crianças do nível I consideram o dinheiro como proveniente do banco. Para elas, as moedas e as cédulas são os tipos de recursos utilizados para comprar as coisas. Fazem compras com seus pais, mas estes não compram tudo o que querem porque não possuem dinheiro suficiente. Para elas, o dinheiro serve para comprar e para guardar. Os sujeitos do nível II representam o dinheiro como meio de pagamento utilizado nas compras e usam as moedas, as cédulas e os cartões fabricados na fábrica de dinheiro. Gostam de realizar compras sozinhos ou com seus pais, mas estes não compram tudo o que desejam porque, primeiro, compram os produtos alimentícios de que necessitam. O dinheiro possui as funções de comprar, pagar, emprestar e poupar. Para os adolescentes do nível III, o dinheiro é um meio de troca para se obterem produtos, e para isso usam-se cédulas, moedas, cartões e cheque confeccionados na fábrica de dinheiro que está ligada ao governo federal. Fazem compras, porém não compram tudo o querem, pois dispõem de pouco dinheiro e não podem se endividar. O dinheiro serve de troca por produtos e serviços que procuram consumir e para fazer aplicações e usá-lo futuramente. Pode-se inferir que os sujeitos constroem o conhecimento sobre os recursos monetários e a relação com o consumo a partir de suas experiências e conforme as possibilidades que suas estruturas cognitivas permitem, pois o conhecimento social é construído a partir da interação e transmissão social. As representações dos sujeitos mostram a evolução de seus conhecimentos, numa progressão contínua, pois os sujeitos mais velhos conseguem explicar suas ideias com mais detalhes do que os mais novos, que ainda dependem dos aspectos visíveis dos objetos para representar suas ideias.application/pdfporUniversidade Federal de ViçosaMestrado em Economia DomésticaUFVBREconomia familiar; Estudo da família; Teoria econômica e Educação do consumidorCriança-adolescente-desenvolvimentoConhecimento socialRecursos monetáriosConsumoChildren-adolescents-developmentSocial knowledgeMonetary resourcesConsumptionCNPQ::CIENCIAS SOCIAIS APLICADAS::ECONOMIA DOMESTICAEstudo de representação sobre os recursos monetários e sua relação com o consumo por crianças e adolescentes, em uma perspectiva piagetianaStudy of the representation on monetary resources and its relation to consumption by children and adolescents, from a Piagetian perspectiveinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/embargoedAccessreponame:LOCUS Repositório Institucional da UFVinstname:Universidade Federal de Viçosa (UFV)instacron:UFVORIGINALtexto completo.pdfapplication/pdf1423225https://locus.ufv.br//bitstream/123456789/3328/1/texto%20completo.pdf173a3ba21f1a0dee6a15fd8c5d851effMD51TEXTtexto completo.pdf.txttexto completo.pdf.txtExtracted texttext/plain558532https://locus.ufv.br//bitstream/123456789/3328/2/texto%20completo.pdf.txt16c624547f9bac2a532e59be00e4aa1dMD52THUMBNAILtexto completo.pdf.jpgtexto completo.pdf.jpgIM Thumbnailimage/jpeg3619https://locus.ufv.br//bitstream/123456789/3328/3/texto%20completo.pdf.jpg174328162c343257aac5950e940c8e34MD53123456789/33282016-04-08 23:16:54.174oai:locus.ufv.br:123456789/3328Repositório InstitucionalPUBhttps://www.locus.ufv.br/oai/requestfabiojreis@ufv.bropendoar:21452016-04-09T02:16:54LOCUS Repositório Institucional da UFV - Universidade Federal de Viçosa (UFV)false |
dc.title.por.fl_str_mv |
Estudo de representação sobre os recursos monetários e sua relação com o consumo por crianças e adolescentes, em uma perspectiva piagetiana |
dc.title.alternative.eng.fl_str_mv |
Study of the representation on monetary resources and its relation to consumption by children and adolescents, from a Piagetian perspective |
title |
Estudo de representação sobre os recursos monetários e sua relação com o consumo por crianças e adolescentes, em uma perspectiva piagetiana |
spellingShingle |
Estudo de representação sobre os recursos monetários e sua relação com o consumo por crianças e adolescentes, em uma perspectiva piagetiana Rocha, Mônica Criança-adolescente-desenvolvimento Conhecimento social Recursos monetários Consumo Children-adolescents-development Social knowledge Monetary resources Consumption CNPQ::CIENCIAS SOCIAIS APLICADAS::ECONOMIA DOMESTICA |
title_short |
Estudo de representação sobre os recursos monetários e sua relação com o consumo por crianças e adolescentes, em uma perspectiva piagetiana |
title_full |
Estudo de representação sobre os recursos monetários e sua relação com o consumo por crianças e adolescentes, em uma perspectiva piagetiana |
title_fullStr |
Estudo de representação sobre os recursos monetários e sua relação com o consumo por crianças e adolescentes, em uma perspectiva piagetiana |
title_full_unstemmed |
Estudo de representação sobre os recursos monetários e sua relação com o consumo por crianças e adolescentes, em uma perspectiva piagetiana |
title_sort |
Estudo de representação sobre os recursos monetários e sua relação com o consumo por crianças e adolescentes, em uma perspectiva piagetiana |
author |
Rocha, Mônica |
author_facet |
Rocha, Mônica |
author_role |
author |
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/0922265800429328 |
dc.contributor.author.fl_str_mv |
Rocha, Mônica |
dc.contributor.advisor-co1.fl_str_mv |
Silva, Neuza Maria da |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783876Z0 |
dc.contributor.advisor-co2.fl_str_mv |
Coria, Marianela Del Carmen Denegri |
dc.contributor.advisor1.fl_str_mv |
Barreto, Maria de Lourdes Mattos |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4700160D8 |
dc.contributor.referee1.fl_str_mv |
Bartolomeu, Tereza Angélica |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4709252T1 |
dc.contributor.referee2.fl_str_mv |
Pinto, Neide Maria de Almeida |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4701521A0 |
dc.contributor.referee3.fl_str_mv |
Mello, Rita Márcia Andrade Vaz de |
dc.contributor.referee3Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4760230H9 |
contributor_str_mv |
Silva, Neuza Maria da Coria, Marianela Del Carmen Denegri Barreto, Maria de Lourdes Mattos Bartolomeu, Tereza Angélica Pinto, Neide Maria de Almeida Mello, Rita Márcia Andrade Vaz de |
dc.subject.por.fl_str_mv |
Criança-adolescente-desenvolvimento Conhecimento social Recursos monetários Consumo |
topic |
Criança-adolescente-desenvolvimento Conhecimento social Recursos monetários Consumo Children-adolescents-development Social knowledge Monetary resources Consumption CNPQ::CIENCIAS SOCIAIS APLICADAS::ECONOMIA DOMESTICA |
dc.subject.eng.fl_str_mv |
Children-adolescents-development Social knowledge Monetary resources Consumption |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS SOCIAIS APLICADAS::ECONOMIA DOMESTICA |
description |
Children and adolescents live in economically globalized world and seek to know and explain everything that is around them. Therefore, to understand how children think and what their ideas on the interfaces of the economic world allows a better understanding of how to build this social knowledge. Given this, we asked how children and adolescents between 4 and 13 years of age build their representation of knowledge about monetary resources and its relationship with consumption? The hypothesis was that children since the age of 4 make representations about monetary resources and its relationship to consumption. These representations are changed gradually as the subjects develop cognitively. Thus, at each level of development they have different ideas about monetary resources and its relation to consumption, guided by their thought structure. However, not all children of the same stage of cognitive development are on the same level of representation of social knowledge. The objectives of this study were to analyze and describe the representations of children and adolescents between 4 and 13 years of age on monetary resources and its relation to consumption. The study anchored itself on qualitative research, based on Piaget's clinical method. The sample consisted of 60 students from public schools, with 10 subjects in average age groups: 4, 6, 7, 10, 11 and 13. For data collection, a clinical interview was made, which consisted of basic and complementary questions and of concrete ideas. Analysis of the data came from establishing the following categories: monetary resources, consumption and money value vs. consumption. The classification of the answers occurred by levels (pre-level I, level I, level II and level III). The results indicated that the construction of social knowledge about monetary resources and their relationship with the consumer goes through evolutionary levels, from the simplest to the most complex, confirming the hypothesis of the study. Children at pre-level I represent money as bills and coins, which are found at any store and used to buy. They accompany their parents shopping, but they do not buy everything the children want. Children at level I consider the money as coming from the bank. For them, coins and bills are the types of resources used to buy things. They shop with their parents, but they do not buy everything they want because they do not have enough money. For them, money is used to buy and save. Level II subjects represent money as a means of payment used in buying and use coins, bills and cards made in a money factory. They like to make purchases on their own or with their parents, but they do not get everything they want because, first, they buy the food they need. Money has the function of purchasing, paying, loaning and saving. For adolescents at level III, money is a means of exchange to obtain products, and for that they use bills, coins, cards and checks made at a money factory, which is linked to the federal government. They shop, but do not get everything they want because they have little money and can not go into debt. Money is used to exchange for products and services for consumption and to do things and it is to be used in the future. It may be inferred that individuals construct their knowledge about monetary resources and its relationship to the consumer from their experiences and according to the opportunities their cognitive structures allow since social knowledge is constructed from social interaction and communication. The representations of the subjects show the evolution of their knowledge in a continuous progression, because the older subjects explain their ideas in more detail than the children who still depend on the visible aspects of objects to represent their ideas. |
publishDate |
2009 |
dc.date.issued.fl_str_mv |
2009-11-30 |
dc.date.accessioned.fl_str_mv |
2015-03-26T13:19:43Z |
dc.date.available.fl_str_mv |
2015-03-03 2015-03-26T13:19:43Z |
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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 |
ROCHA, Mônica. Study of the representation on monetary resources and its relation to consumption by children and adolescents, from a Piagetian perspective. 2009. 288 f. Dissertação (Mestrado em Economia familiar; Estudo da família; Teoria econômica e Educação do consumidor) - Universidade Federal de Viçosa, Viçosa, 2009. |
dc.identifier.uri.fl_str_mv |
http://locus.ufv.br/handle/123456789/3328 |
identifier_str_mv |
ROCHA, Mônica. Study of the representation on monetary resources and its relation to consumption by children and adolescents, from a Piagetian perspective. 2009. 288 f. Dissertação (Mestrado em Economia familiar; Estudo da família; Teoria econômica e Educação do consumidor) - Universidade Federal de Viçosa, Viçosa, 2009. |
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http://locus.ufv.br/handle/123456789/3328 |
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Universidade Federal de Viçosa |
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Mestrado em Economia Doméstica |
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UFV |
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BR |
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Economia familiar; Estudo da família; Teoria econômica e Educação do consumidor |
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Universidade Federal de Viçosa |
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