Letramento financeiro: vivências em aulas de Educação Financeira na rede pública paulista

Abstract

This study aims to identify which aspects of the Financial Literacy model were contemplated in the digital materials used and in the Financial Education classes taught in high school in the São Paulo state public school system. The research is qualitative in nature, and the study analyzed 13 classes conducted with 2nd and 3rd year high school students in a public school in Sorocaba-SP. The classes adopted the "from less to more" approach, divided into three phases: "least," addressing debt and default; "zero," focusing on balance and financial planning; and "most," exploring investments. The data were analyzed using the Financial Literacy model, which provides a basis for interpreting the classes, the digital materials, and the students' work. The results indicate that all aspects of Financial Literacy were covered throughout the classes, but highlighted the need for adjustments to the digital materials, greater integration and better use of digital technologies, and improvement of the pedagogical approach of the "from least to most" route. It is concluded that the classes contributed to the mobilization of the elements of Financial Literacy, but also that there is a need for improvements to enhance this mobilization.