A inserção da disciplina de matemática financeira nos cursos de licenciatura em Matemática dos Institutos Federais de Educação, Ciência e Tecnologia da Região Sul do Brasil

Abstract

Creating an initial teacher training course involves many aspects, among them, the identity of the Teaching Institution and the constitution of the group of teachers involved in this process. In this scenario, some of the issues faced in the initial training courses of a mathematics teacher are related to pedagogical training, to the institutional field and to the curricular field of these courses. One of these impasses is the relation between Mathematics teaching and the development of competences for the exercise of citizenship. In this sense, debates and discussions on the financial literacy of citizens highlight the role of the contemporary school in the dissemination of financial knowledge. In Brazil there is a movement to insert the theme of financial education in Basic Education and although it is a subject of socioeconomic relevance, financial education is not yet contemplated in the political-pedagogical project of most public schools. Even with some initiatives in this direction, what draws attention to the initial training of mathematics teachers is the absence of discussions as to the insertion of the discipline of Financial Mathematics in the Mathematics Degree courses in Brazil. In this context, a relevant research question emerges: What is revealed about the insertion of the discipline of Financial Mathematics in the Mathematics Degree courses of the Federal Institutes of Education, Science and Technology of the South Region of Brazil? Thus, by adopting an analytical phenomenological research posture, it was sought the teachers with initial training in Mathematics, members of the Structuring Teaching Core of these Institutes who participated in the elaboration and modifications of the Political Pedagogical Project of the Mathematics Courses, offered as a classroom course, in 2016. In this search process, through the coordination of the Mathematics Degree courses, fourteen teachers were pointed out as possible research subjects. After being invited to participate in the research, the invitation was accepted by six teachers and the interview occurred with five of them. The interview prioritized the statements and spontaneous manifestations of the participants and the recording regarding the speech of these teachers was taken in video and audio, which were transcribed and analyzed later, following the three reflexive steps with a phenomenological tendency: description, reduction and interpretation. With the help of the Atlas t.i. software, the analysis process was guided by the research question, looking at the units of meaning that emerged from the Teaching Projects of the Courses and from the teachers' testimonials. Following, by the convergences of the units of meaning, two broad categories were perceived, which were described and interpreted separately. In this sense, in a diverse scenario, some aspects emerged in the investigation, such as: the intra-institutionality and its relation to the insertion of the discipline of Financial Mathematics; the standardization of the curriculum; the turnover of teachers in the NDE and the implications on the decisions of the curricular matrix of these courses in this condition; the delineation of the courses curricular matrix dependent on public policies; the non-establishment of the relationship between Financial Mathematics and Financial Education, signaling to the financial literacy of teachers; the estrangement of the courses before the financial context that is presented; among others. In this direction, the investigative look points to a study of proposals that can contribute to improving the level of the citizens' financial literacy.