Abstract:
This dissertation presents a proposed didactic sequence on the impact of taxes on per-
sonal budgeting, aiming to promote students’ financial education and stimulate their
understanding and critical reflection. In addition to promoting financial education, the
sequence aims to foster a deeper understanding of the topic and encourage students to
adopt a critical and active stance toward financial issues that directly affect their lives.
The proposal is developed through the lens of Critical Mathematical Education, which
seeks not only the understanding of mathematical concepts but also the application of this
knowledge to analyze and question financial and social structures. The research adopts a
qualitative approach, as advocated by Bogdan and Biklen (1994), aiming to understand
students’ experiences and perceptions regarding the didactic sequence, deepening the
understanding of the knowledge-building process and the development of critical thinking.
Based on these assumptions, the present research used questionnaires, practical activities,
participant observation, and analysis of student productions to collect detailed data on
their experiences. During the implementation of the didactic sequence, an initial difficulty
was observed in students’ understanding of some concepts; however, there was a growing
interest in mastering these contents and enhancing their financial planning skills. Further-
more, students showed an increasing awareness of the importance of a fair and equitable
tax burden. The tasks designed and the guidelines provided to the teachers constitute an
educational product to be used in mathematics classes, promoting a critical approach to
financial education.
