ENSINO DE MATEMÁTICA E A EDUCAÇÃO FINANCEIRA NO CONTEXTO ESCOLAR: O QUE DIZEM OS DOCUMENTOS NORTEADORES DA EDUCAÇÃO NO MARANHÃO

Abstract

This study addresses the theme of Financial Education (PE) in the school context, analyzing how the educational guidelines, especially the National Common Curricular Base (BNCC) and the Maranhão Territory Curricular Document (DCTM), guide its inclusion in elementary education. The research starts from the problem: how is PE being mentioned and recommended in the educational guidelines, specifically in the BNCC and DCTM, to contribute to the teaching and learning process of Mathematics in the final years of elementary school? The general objective was to understand how these guidelines, BNCC and DCTM, guide the use of PE, during the contextualization of teaching and learning and mathematical concepts in the classroom. To this end, a descriptive and qualitative approach was adopted, based on bibliographic and documentary research. The research reviewed scientific articles, books and official documents, establishing an overview of the historical evolution and contemporary practices related to PE, in addition to contextualizing the theme to regional needs. The methodology allowed us to critically analyze how PE is approached in terms of competencies, skills and suggested activities, promoting an interconnection between pedagogical aspects and social and economic realities. The results indicate that PE is a cross-cutting theme with great transformative potential, especially when developed in an interdisciplinary and contextualized way. In the BNCC, PE is mainly included in the area of Mathematics, but with relevant connections to other curricular components, such as Science and Portuguese. The DCTM, in turn, adapts these guidelines to the specificities of Maranhão, suggesting practical activities that connect the content to the daily lives of students. Among the main results, it is worth highlighting that PE teaching contributes to the development of applied mathematical skills, such as calculating percentages, analyzing interest rates and financial planning, in addition to promoting critical reflections on conscious consumption and resource management. It was also observed that PE is an important tool for reducing social inequalities, by enabling students to make responsible and ethical economic decisions. It is concluded that, although there has been significant progress in the inclusion of PE in school curricula, challenges still persist, such as teacher training and the creation of appropriate teaching materials. However, strengthening public policies and consolidating initiatives such as the National Strategy for Financial Education (ENEF) are essential to expanding the scope and impact of this topic in the teaching- learning process.