Educação financeira no currículo das licenciaturas em matemática das Instituições de Ensino Superior (IES) públicas do Rio Grande do Norte.

Abstract

The National Common Curricular Base (BNCC), in force since 2017, designates Financial Education as one of the contents to be developed in the school environment and, despite its multidisciplinarity, it is especially related to mathematical thinking, demarcating the insertion of this content in Basic Education. Therefore, the present work has as its main objective to analyze whether Financial Education is addressed in the curriculum of the Mathematics Degree courses offered by the public Higher Education Institutions (IES) of the State of Rio Grande do Norte. In this sense, the current curricular matrices of the Mathematics Degree courses of the following institutions were verified: Federal University of Rio Grande do Norte (UFRN), State University of Rio Grande do Norte (UERN), Instituto de Educação Superior Presidente Kennedy and Instituto Federal do Rio Grande do Norte (IFESP) and the Federal Institute of Education, Sciences and Technology of Rio Grande do Norte (IFRN).This analysis seeks to identify which curricular components are related to the topic, and also makes it possible, through an investigation of previous curricula, to identify the approach to the topic in the teacher training courses that are offered. The analysis will be carried out based on a review of the Course Pedagogical Project (PPC) of the undergraduate courses in Mathematics of the selected HEIs. From the mapping of the Curricular Matrix tables, it was possible to identify the disciplines that dialogue with the themes of Financial Education, Financial Mathematics and approximations. Therefore, this work proposes to be an exploratory research with documentary analysis. The hypothesis developed considered that the Financial Education component, despite having been included in the regulations recently, needs to be developed in the training of mathematics teachers. With the investigation carried out in the PPCs of the Institutions, it was found that in some cases, there was a setback, and in others, we have no evidence that the topic was or has been addressed in higher education.