Educação financeira no Ensino Médio: contribuições da educação matemática crítica e da insubordinação criativa

Abstract

This research emerges from indignation toward Brazilian socioeconomic inequalities and the need to overcome market-oriented financial education that individually blames subjects for systemic failures. Situated within the critical-dialectical dimension and guided by an emancipatory interest (Gamboa, 2013), the study denounces the financialization of education and proposes to unveil the contradictions present in official Financial Education discourse. The research problem asks: what contributions can Critical Mathematics Education and Creative Insubordination offer to Financial Education from a critical perspective in the formation of high school youth and adolescents, so that they may become conscious of economic reality with a view to social transformation? The general objective was to analyze the contributions of Critical Mathematics Education (CME) and Creative Insubordination (CI) to the development of a critically oriented Financial Education, aimed at fostering awareness among high school youth that supports the reduction of socioeconomic inequalities and the transformation of economic and social reality. The specific objectives were: 1) to understand the conceptions of Financial Education present contradictions; 2) to systematize the theoretical foundations of the research; 3) to propose and implement CI as a pedagogical strategy to challenge neoliberal fatalist ideology; 4) to investigate how CME principles promote critical analysis of economic issues; and 5) to analyze the results of the pedagogical intervention. Methodologically, an interventionist qualitative study was conducted at Colégio Estadual CEPI José Feliciano Ferreira (Jataí, Goiás, Brazil), involving 18 students from the 1st to 3rd years of high school. Procedures included documentary mapping and the application of a didactic sequence grounded in Landscapes of Investigation. The educational product (PTT1 type) consisted of the didactic sequence itself, applied within the elective course Financial Education from a Critical Perspective. The main results showed that the mobilization of matheracy enabled the students to move beyond naïve curiosity toward using mathematics as a language of power, unveiling injustices such as the gap between the minimum wage and a dignified cost of living, and systemic indebtedness for basic survival. It is concluded that the articulation between the Pedagogy of Autonomy and CME empowered the subjects toward a reading of the world that refuses neutrality and claims social transformation through responsible subversion. in official curricular documents and financial reports, identifying their