Banca de QUALIFICAÇÃO: JULIANA MARIA SCHIVANI ALVES

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : JULIANA MARIA SCHIVANI ALVES
DATE: 10/04/2026
TIME: 14:30
LOCAL: https://meet.google.com/dvo-wtyv-pyu
TITLE:

A HISTORY OF FINANCIAL EDUCATION IN THE MATHEMATICS CURRICULUM: MODERN MERCANTILISM OR EMANCIPATORY POLICY

KEY WORDS:

Social History; Financial Education; Homo economicus; Homo consumens; Novum homo socialis; Teacher Training.

PAGES: 385
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Financial education has occupied an increasingly important space in national policies in recent decades, especially since the international recommendations disseminated by the Organisation for Economic Co-operation and Development (OECD) from 2005 onwards. In Brazil, this movement intensified over the following years and culminated in the inclusion of financial education in the Mathematics curriculum of Basic Education through the National Common Curriculum Base (BNCC), in a context marked by educational reforms and the strengthening of neoliberal rationalities. Given this scenario and the need to problematize the naturalization of financial education as school content, this work seeks to understand how and why financial education was included in the Mathematics curriculum of the BNCC, with the general objective of erecting a historical interpretation of financial education in the Mathematics curriculum of Basic Education in Brazil, in the time frame that begins with the OECD Recommendation of 2005 and extends to the Bolsonaro government. It is assumed that this insertion does not occur in a neutral way, and may be associated with the adaptation of individuals to the demands of the capitalist system, whose actions aim at the formation of a homo economicus, in Foucault's contemporary view, and a homo consumens, in Bauman's perspective, to the detriment of an educational policy of an emancipatory character that would enable the formation of a critical, reflective, politicized, and collective novum homo socialis. We used Social History, according to the contributions of Hobsbawm and José d’Assunção Barros, as a theoretical and methodological foundation to critically analyze official documents (laws, decrees, resolutions, etc.) and textbooks on Mathematics and Financial Education for the final years of Elementary School and High School, guided by the evidentiary paradigm, seeking to identify evidence, regularities, and silences in the examined texts and understanding the documents as monuments and products of power relations, not neutral to their sociopolitical and socioeconomic contexts, from the perspective of Foucault. The partial results indicate that the official documents analyzed tend to conceive Financial Education primarily as an instrument for regulating individual behaviors related to consumption, savings, credit, and investment. In our documentary analysis, we observed a recurring attempt to adapt individuals to market demands, with limited openness to approaches that promote critical questioning of broader economic and social structures.

COMMITTEE MEMBERS:
Presidente - 3147364 - ADRIEL GONCALVES OLIVEIRA
Externo ao Programa - 1289535 - FERNANDO CAUDURO PUREZA - UFRNExterna à Instituição - ARLETE DE JESUS BRITO - UNESP
Externo à Instituição - SÉRGIO CÂNDIDO DE GOUVEIA NETO - UNIR