A matemática financeira crítica no ensino médio: investimentos, crédito e amortização como proposta de formação para a vida adulta

Abstract

This study investigates how Critical Financial Mathematics can be integrated into the high school curriculum, transforming traditionally abstract concepts into tools for students’ financial emancipation. The research is based on the understanding that Financial Education, when limited to formulas and calculations, fails to prepare young people for the challenges of an economic system marked by inequalities and instability. To overcome this limitation, the study proposes a pedagogical approach that combines mathematical foundations, such as compound interest, inflation, and investment analysis, with a critical perspective capable of questioning the social structures that shape financial opportunities for individuals. The proposed didactic activities were designed to simulate real-life situations, such as choosing between different types of investments (Real Estate Investment Funds, Treasury Bonds) and managing budgets in vulnerable contexts. Although not yet applied, these proposals are based on updated economic data (IPCA, Selic) and digital tools, such as the official Treasury Direct simulator and the Funds Explorer platform. The aim is to contribute to pedagogical practices that promote critical reflection on the financial system and encourage conscious decision-making from an early age. This study is a bibliographic and exploratory research project. The research delves into the topic through a discussion of youth debt, debt repayment, and the main forms of credit in Brazil. The objective is to broaden students’ critical perspective, encouraging them not only to make informed financial decisions but also to plan their finances, understand the risks of over-indebtedness, and develop strategies to maintain their financial well-being. In summary, this study reinforces the idea that Financial Education in high school should go beyond technical training, incorporating discussions about social justice and citizenship. By combining Mathematics and critical thinking, the proposed approach aims to form not only calculators but also citizens capable of consciously and actively engaging with the economic realities that surround them.