Banca de QUALIFICAÇÃO: SORAIA SHELLYDA LINS TARQUINO SOARES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : SORAIA SHELLYDA LINS TARQUINO SOARES
DATE: 28/09/2022
TIME: 19:30
LOCAL: Google Meet
TITLE:

FINANCIAL EDUCATION IN THE EARLY GRADES: A PROPOSAL OF DIDACTIC SEQUENCE IN THE PERSPECTIVE OF INCLUSIVE EDUCATION

KEY WORDS:

Mathematics Education. Inclusive education. Financial education.

PAGES: 96
BIG AREA: Ciências Exatas e da Terra
AREA: Matemática
SUMMARY:

This research aims to discuss the pedagogical possibilities of a didactic sequence that includes Financial Education and the Decimal Numbering System, from an inclusive perspective, in the early years of Elementary School. Therefore, the present study is part of the qualitative approach of educational research, configuring itself as a collaborative research. The theoretical framework initially thought is based on studies on Inclusive Education, Universal Pedagogical Design, Problem Solving and Financial Education. The proposal is also supported by studies alluding to the concept of mediation present in the Historical-Cultural Theory. Because it is a Professional Master's, there is a requirement to develop an Educational Product, in the case of the research in evidence, it will be a didactic sequence, which can be understood as a set of interventions coordinated by the teacher in order to achieve learning objectives, seeking to help students solve one or more real obstacles on a specific topic. As central contents covered in the didactic material, we will have Financial Education and the Decimal Numbering System, based on the Universal Pedagogical Design. The chosen methodology was based on collaborative research and had three professors. For data collection, we used interviews, document analysis, and questionnaires that were applied to the teachers participating in the research, focusing on their training and professional experiences. Subsequently, training meetings were held that dealt with teacher practice, teaching strategies, the didactic sequence and its construction. Our study space will be in a 4th grade class of a municipal school, in the city of Natal/RN, located in the East Zone, in the Cidade Alta neighborhood. Considering the challenges reported by most teachers in teaching specific contents of Mathematics, within an inclusive proposal, it is expected that this study and the product elaborated can promote the discussion about the use of the strategy of a didactic sequence, with a view to contributing to the pedagogical practice of teachers, bringing benefits to the learning of mathematical concepts, in this case financial education, for students.

COMMITTEE MEMBERS:
Presidente - 1839460 - MERCIA DE OLIVEIRA PONTES
Externa ao Programa - 3316092 - CLAUDIA ROSANA KRANZ - UFRNExterna à Instituição - ANA CLÁUDIA GOUVEIA DE SOUSA - IFCE