| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 18.93 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório foi desenvolvido no âmbito da Unidade Curricular (UC) de Prática de Ensino Supervisionada II (PES II), do Mestrado em Ensino do 1.º Ciclo do Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2.º CEB. A primeira parte do presente documento contempla a descrição e uma análise comparativa da prática pedagógica realizada em 1.º e no 2.º CEB. A segunda parte apresenta o estudo empírico que emerge do contexto educativo de 1.ºCEB. A investigação que se apresenta, intitulada “Educação Financeira: o impacto de uma intervenção pedagógica na promoção do conhecimento de uma turma de 4. º ano” realizou-se junto de uma turma de 4.º ano do 1.º CEB e pretende avaliar o impacto de uma intervenção pedagógica na promoção do conhecimento de conceitos financeiros elementares e na valorização desse conhecimento. O quadro teórico que orienta este estudo centra-se na explicitação do conceito de Educação Financeira (EF) e literacia financeira, no enquadramento da EF no currículo escolar, bem como na Matemática.
Trata-se de um estudo de natureza mista e que recorre a procedimentos metodológicos de investigação-ação. Como técnicas de recolha de dados privilegiou-se o inquérito por questionário, tanto ao grupo como à docente, a análise documental (trabalhos desenvolvidos pelo grupo), registos áudio e pesquisa documental. Para tratar e analisar esses dados, recorreu-se, essencialmente, à análise de conteúdo. Os resultados obtidos confirmam inequivocamente que a intervenção promoveu o conhecimento de conceitos financeiros elementares e valorização desse conhecimento, assim como que a Revista de Educação Financeira permitiu consolidar o trabalho e as aprendizagens dos alunos ao longo da intervenção. Estas conclusões convergem com a
literatura que evidencia que até programas curtos de desenvolvimento de conhecimentos financeiros junto de alunos do 1.º CEB tendem a gerar ganhos efetivos de literacia.
This report was developed as part of the Curricular Unit (CU) Supervised Teaching Practice II (STP II), of the Master's Degree in Teaching in the 1st Cycle of Basic Education (CBE) and Mathematics and Natural Sciences in the 2nd CBE. The first part of this document includes a description and comparative analysis of the teaching practice carried out in the 1st and 2nd cycles of basic education. The second part presents the empirical study that emerged from the educational context of the 1st cycle of basic education. The research presented, entitled "Financial Education: the impact of a pedagogical intervention on the promotion of knowledge in a 4th grade class" Was carried out with a 4th grade class and aims to assess the impact of a pedagogical intervention in promoting knowledge of elementary financial concepts and in valuing this knowledge. The theoretical framework guiding this study focuses on explaining the concept of Financial Education (FE) and financial literacy, placing FE within the scope of the school curriculum, as well as Mathematics. This is a mixed method study using action research methodological procedures. Data collection techniques included a questionnaire survey of both the group and the teacher, document analysis (work carried out by the group), audio recordings and documentary research. Content analysis was essentially used to process and analyze the data. The results obtained confirm unequivocally that the intervention promoted knowledge of elementary financial concepts and the appreciation of this knowledge, as well as that the Financial Education Magazine made it possible to consolidate the students' work and learning throughout the intervention. These conclusions are in line with the literature, which shows that even short programs to develop financial knowledge among primary school students tend to generate effective gains in literacy.
This report was developed as part of the Curricular Unit (CU) Supervised Teaching Practice II (STP II), of the Master's Degree in Teaching in the 1st Cycle of Basic Education (CBE) and Mathematics and Natural Sciences in the 2nd CBE. The first part of this document includes a description and comparative analysis of the teaching practice carried out in the 1st and 2nd cycles of basic education. The second part presents the empirical study that emerged from the educational context of the 1st cycle of basic education. The research presented, entitled "Financial Education: the impact of a pedagogical intervention on the promotion of knowledge in a 4th grade class" Was carried out with a 4th grade class and aims to assess the impact of a pedagogical intervention in promoting knowledge of elementary financial concepts and in valuing this knowledge. The theoretical framework guiding this study focuses on explaining the concept of Financial Education (FE) and financial literacy, placing FE within the scope of the school curriculum, as well as Mathematics. This is a mixed method study using action research methodological procedures. Data collection techniques included a questionnaire survey of both the group and the teacher, document analysis (work carried out by the group), audio recordings and documentary research. Content analysis was essentially used to process and analyze the data. The results obtained confirm unequivocally that the intervention promoted knowledge of elementary financial concepts and the appreciation of this knowledge, as well as that the Financial Education Magazine made it possible to consolidate the students' work and learning throughout the intervention. These conclusions are in line with the literature, which shows that even short programs to develop financial knowledge among primary school students tend to generate effective gains in literacy.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico
Keywords
Educação financeira literacia financeira Matemática 1.º ciclo do ensino básico Financial education Financial literacy Mathematics 1st cycle of basic education
Citation
Serejo, P. A. G. (2024). Educação financeira: o impacto de uma intervenção pedagógica na promoção do conhecimento de uma turma de 4. º Ano (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18092