Abordagem da matemática financeira no livro didático:elaboração de uma proposta de ensino e aprendizagem baseadana teoria sócio-histórica de Vygotsky

Abstract

From the recognition of the problems related to the teaching and learning of Mathematics in basic education, it is assumed as an assumption that the Mathematics textbook constitutes a valuable instrument in the educational process to face this problem. The mathematics textbook is a pedagogical resource that plays an undeniable role in the teaching and learning process of students, especially in Brazilian public schools, providing access to systematized knowledge. In the current context of the National Common Curricular Base, the mathematics textbook must contribute to promoting the development of general competencies, specific competencies and skills to be developed in the teaching and learning process. Thus, the main objective of this study is to analyze the pedagogical approaches present in the National Common Curricular Base and in the mathematics textbook of secondary education, approved within the scope of the National Book and Teaching Material Program, year 2021, with regard to the development or not of specific skills and competencies, regarding the contents of simple interest and compound interest, as well as developing a teaching proposal in the light of Vygotsky's Socio-historical Theory.This is an applied research, of a qualitative, exploratory nature, developed from the documentary analysis of the mathematics textbook of the National Book and Teaching Material Program 2021 and the National Common Curricular Base, and embodied in a field study, developed in Integrated Secondary Education to Professional Education, at the Maria Ângela da Silveira Borges State School of Professional Education, located in the municipality of Fortaleza, in the state of Ceará; Mathematics teachers and second-year students of the institution's IT Technical Course participated as research subjects. The participation of these subjects supported the development, application and evaluation of the Educational Product entitled “Didactic sequence for teaching simple interest and compound interest in the light of Vygotsky's Socio-historical Theory”. The data collection instruments used were questionnaires, interviews, documentary research and field studies. For data analysis, the Content Analysis technique of Laurence Bardin (2011) was used. ). Among the main results achieved, it was found that the National Book and Teaching Material Program 2021 mathematics textbook analyzed, adopted by the school, presents the cognitivist and behaviorist pedagogical approaches, also present in the National Common Curricular Base. It was also found that these approaches favor the development of specific skills and competencies prescribed in the curricular base, regarding the contents of simple interest and compound interest. However, based on the documents analyzed, the results reveal the absence of teaching objectives and organization of content that favor integral human formation, according to the theoretical references of Professional and Technological Education used in the study. The aforementioned educational product consists of an alternative teaching proposal to the use of the analyzed mathematics textbook, and favors the integral human formation of students. The evaluation of this product, carried out with the students participating in the research, demonstrated its effectiveness in achieving the objectives proposed in it.