Reflexão e compreensão crítica na educação financeira: uma sequência didática sobre o impacto dos impostos no orçamento pessoal

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.