Financial Education in Schools: possibilities and necessary elements in an intentional activity through the mobilization of critical financial reasoning

Abstract

This research aims to discuss the relevance of teaching Financial Education in Schools (FSE), focusing on the composition and identification of essential elements for an intentional activity to favor the mobilization of critical financial reasoning in the resolution of financial situations involving installments. The investigation is based on the assumptions of qualitative research. The dominance of memorization and teaching techniques is discussed, to the detriment of practices that encourage reflection, questioning and critical thinking. The considerations point out necessary elements for the construction of intentional activities, emphasizing transdisciplinarity and the use of technologies in an intradisciplinary context, as well as the importance of exploring the teaching of FSE through the elaboration of intentional activities in situations that integrate students’ daily lives.