Educação financeira na educação básica : Aplicabilidade no mercado de investimentos na era da moeda digital.

Abstract

This Course Completion Work has as its theme “financial mathematics in basic education: applicability in the investment market in the era of digital currency”. Speaking of financial education is the process through which individuals and societies improve their understanding of financial concepts and products, comprising information, training and guidance approaches, so that students can develop fundamental values and skills, and become more aware of the opportunities and risks involved. Within this context, the general objective of this work was to understand the teaching and learning process of financial mathematics in basic education focused on the possibility of immersing students in the area of investment in financial markets of the digital age. As for the methodology, we carried out a descriptive research, according to a qualitative approach, in which we sought to describe the characteristics of a given population in order to understand the phenomenon in depth, investigated through the inductive method. With regard to research techniques, we developed a bibliographical research, as well as using the integrative literature review to substantiate the theoretical basis. Through the research carried out, we arrived at the following results that first it is important to think about the knowledge of such practices inserted in a space where they can be developed, and in this area, basic education is an opportune moment and space for the development of the teaching process/ learning. Works with investment in financial markets of the digital age, in order to allow the immersion of professors and students in modern financial markets. We conclude that currently, in general, the teaching of financial mathematics in Basic Education does not receive the due relevance, and considering that the first contact of the student with this subject in a more effective way occurs in the seventh year of Elementary School in a curriculum of nine years after studying ratio, proportion and the rule of three, the introduction of the subject usually occurs in an artificial way, in which the teacher often resorts to the rule of three, which hinders the later deepening when students study the same and new contents of financial mathematics in the third year of high school.