A disciplina de Matemática Financeira nas licenciaturas em Matemática e uma proposta de formação continuada na perspectiva da Matemática Crítica

Abstract

This research aimed to understand how the discipline of Financial Mathematics is structured in the Pedagogical Projects of Courses (PPCs) of undergraduate Mathematics courses and appropriate to the future teaching practice of undergraduates. We adopted as a methodology for this research a qualitative approach of documentary type, whose corpus consisted of 182 undergraduate PPCs in Mathematics, from all geographical regions of Brazil, coming from the research project entitled “Curriculum Investigation of Disciplines in the Degree Courses in Mathematics in Brazil”, coordinated by Silva (2016). As a theoretical framework, we use authors who contribute themes related to the formation of mathematics teachers, as well as authors of Critical Mathematics Education. Data analysis was performed through the procedures of Content Analysis, which allowed us to establish two categories of analysis: the first Category of Analysis comprises Financial Mathematics from the School perspective and the second Category of Analysis comprises Financial Mathematics in the Commercial perspective. Discussing these two categories, we highlight the need for undergraduate Mathematics courses to take on the responsibility of training qualified teachers, so that teaching is offered in a perspective that includes the set of validated knowledge, specifically associated with the development. of the process of basic school education. From these findings, regarding the subject of Financial Mathematics that presented its compulsory offer in only 50% of the investigated courses, we propose as educational product the accomplishment of a continuous formation course for teachers of a municipal public school of the city of Rio Verde / GO, in order to fill the gap that existed in the training of these teachers, in relation to the work directed to the Financial Mathematics, from a Financial Education perspective. We hope that the results presented in this research can contribute to the debate of the curriculum of the initial formation of mathematics teachers and that transcends the purely technical teaching, which overestimates the teaching in a transmissive perspective of concepts to the detriment of the construction of the scientific knowledge.