Financial education in the early years of elementary school: systematic database review

• Autor(a) principal: França, Clévia Israel Faria
• Data de Publicação: 2021
• Outros Autores: Figueiredo, Helenara Regina Sampaio
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/20926
• topic: Financial education; Professional development; Anthropological theory of didactics; Elementary school.; Educación financiera; Formación de profesores; Teoría antropológica de la didáctica; Enseñanza fundamental.; Educação financeira; Formação de professores; Teoria antropológica do didático; Ensino fundamental.

In a society in which consumerism and the indebtedness of citizens may indicate a lack of Financial Education, it is found that this reality affects financial knowledge from childhood to adulthood. This article has as it´s general objective to carry out a bibliographical analysis on the topic of Financial Education in the early years of Elementary School, from 2016 to 2021. The methodology used in this article is based on the systematic review of dissertations and theses, using the descriptors: Financial Education, Early Years of Elementary School, PIBID (Institutional Program for Teaching Initiation Scholarship), Teacher Training and TAD ( Anthropological Theory of Didactics), which were included in the search field, such as from the database of the Coordination for the Improvement of Higher Education Personnel, the Brazilian Digital Library of Theses and Dissertations, and Google Scholar. After selecting the published research, a thorough content analysis was carried out, considering: methodological aspects, discussed issues and implications for pedagogical practice, as well as support for financial education. The results obtained culminated in 412 works; after selecting the initial years of elementary school, initial education and continuing education, eight researches were reduced – 6 dissertations and 2 theses – which were taken for reading and content analysis. It is concluded that pedagogical practices and teacher training contribute to the acquisition of theoretical and practical knowledge about Financial Education, although it is observed that studies focused on teaching activities aimed at Financial Education in the early years of Elementary School are scarce in practice school.