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A importância da literacia financeira: um estudo com alunos do 3.º ano de escolaridade
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Abstract(s)
O presente Relatório Final foi realizado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, lecionada no 2.º ano do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e de Ciência Naturais no 2.º Ciclo do Ensino Básico, na Escola Superior de Educação de Lisboa. A primeira parte deste relatório apresenta a descrição sintética da prática pedagógica desenvolvida no 1.º Ciclo do Ensino Básico, em contexto de uma turma do 3.º ano e em 2.º Ciclo do Ensino Básico com duas turmas de 5.º ano, enquanto que a segunda parte aborda a investigação realizada neste contexto com foco na literacia financeira. O estudo foi implementado numa turma do 3.º ano do 1.º Ciclo do Ensino Básico, tendo como problemática: “Como pode a introdução da literacia financeira no 3.º ano de escolaridade do 1.º CEB contribuir para o desenvolvimento de competências de gestão responsável do dinheiro?”. Partindo desta problemática, definiram-se dois objetivos específicos: (1) Identificar quais os conhecimentos e atitudes dos alunos do 3.º ano de escolaridade face ao dinheiro, à poupança e ao consumo; e (2) Analisar o impacto de práticas pedagógicas que integram conteúdos de literacia financeira no desenvolvimento de comportamentos financeiros conscientes nos alunos. Para este estudo, considerou-se adequada a utilização de uma abordagem metodológica qualitativa, adotando um design que se aproxima de uma investigaçãoação. Os instrumentos de recolha de dados utilizados foram: a observação direta e indireta, o diário de bordo, as produções dos alunos, e a recolha documental. Relativamente aos resultados, observou-se que a implementação das tarefas de educação financeira promoveu uma evolução positiva nas competências dos alunos. Os alunos mostraram maior capacidade de distinguir entre necessidades e desejos, de realizar escolhas conscientes perante recursos limitados, de gerir dinheiro de forma responsável e de compreender diferentes formas de pagamento. Observou-se, também, um progresso no desenvolvimento de atitudes de poupança, planeamento e responsabilidade financeira, evidenciando que a aprendizagem colaborativa e as atividades contextualizadas contribuíram para a consolidação das aprendizagens e para o desenvolvimento das
competências sociais e cognitivas dos alunos.
The present Final Report was prepared within the scope of the Supervised Teaching Practice II course, taught in the 2nd year of the Master’s Degree in Teaching for the 1st Cycle of Basic Education and in Mathematics and Natural Sciences for the 2nd Cycle of Basic Education, at the Lisbon School of Education. The first part of this report presents a concise description of the pedagogical practice developed in the 1st Cycle of Basic Education, in the context of a 3rd grade class and the 2nd Cycle of Basic Education with two 5th grades, while the second part addresses the research conducted in this context, focusing on financial literacy. The study was implemented in a 3rd grade class of the 1st Cycle of Basic Education, with the guiding research question: “How can the introduction of financial literacy in the 3rd grade of the 1st Cycle of Basic Education contribute to the development of responsible money management competencies?” From this research question, two specific goals were defined: (1) To identify the knowledge and attitudes of 3rd-grade students regarding money, savings, and consumption; (2) To analyse the impact of pedagogical practices that integrate financial literacy content on the development of conscious financial behaviors in students. For this study, a qualitative methodological approach was considered appropriate, and it is akin to action research design. The data collection instruments was: direct and indirect observation, researcher's diary, student's productions and documents. Regarding the results, it was observed that the implementation of financial education activities promoted a positive evolution in students’ competencies. Students demonstrated a greater ability to distinguish between needs and wants, to make conscious choices when facing limited resources, to manage money responsibly, and to understand different forms of payment. Progress was also noted in the development of savings, planning, and financial responsibility attitudes, evidence that collaborative learning and contextualized activities contributed to the consolidation of learning and the development of students’ social and cognitive competencies.
The present Final Report was prepared within the scope of the Supervised Teaching Practice II course, taught in the 2nd year of the Master’s Degree in Teaching for the 1st Cycle of Basic Education and in Mathematics and Natural Sciences for the 2nd Cycle of Basic Education, at the Lisbon School of Education. The first part of this report presents a concise description of the pedagogical practice developed in the 1st Cycle of Basic Education, in the context of a 3rd grade class and the 2nd Cycle of Basic Education with two 5th grades, while the second part addresses the research conducted in this context, focusing on financial literacy. The study was implemented in a 3rd grade class of the 1st Cycle of Basic Education, with the guiding research question: “How can the introduction of financial literacy in the 3rd grade of the 1st Cycle of Basic Education contribute to the development of responsible money management competencies?” From this research question, two specific goals were defined: (1) To identify the knowledge and attitudes of 3rd-grade students regarding money, savings, and consumption; (2) To analyse the impact of pedagogical practices that integrate financial literacy content on the development of conscious financial behaviors in students. For this study, a qualitative methodological approach was considered appropriate, and it is akin to action research design. The data collection instruments was: direct and indirect observation, researcher's diary, student's productions and documents. Regarding the results, it was observed that the implementation of financial education activities promoted a positive evolution in students’ competencies. Students demonstrated a greater ability to distinguish between needs and wants, to make conscious choices when facing limited resources, to manage money responsibly, and to understand different forms of payment. Progress was also noted in the development of savings, planning, and financial responsibility attitudes, evidence that collaborative learning and contextualized activities contributed to the consolidation of learning and the development of students’ social and cognitive competencies.
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
Matemática Educação financeira 3.º Ano de escolaridade Mathematics Financial education 3rd Grade of schooling
Pedagogical Context
Citation
Costa, I. P. (2025). A importância da literacia financeira: um estudo com alunos do 3.º ano de escolaridade[Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. http://hdl.handle.net/10400.21/22478