Em busca da aprendizagem ativa em educação financeira com o uso da ferramenta google classroom

Abstract

Due to the sanitary crisis experienced during the world pandemics caused by COVID-19, social and professional sociability needed to be reinvented. The school environment was not immune to this moment. To be able to continue the school year of 2020, the remote teaching method was the alternative found in countries all around the world. In the State of Paraná, Brazil, one of the actions taken was the use of the Google Classroom tool. To adapt to the “new normal”, the government of the State of Paraná promoted the Study Group Teachers in Action, aimed at the teachers of the public school system, in which the author of this article has worked as a Teacher in Action in 2020. The focus of this Study Group is the use of active methodologies and technological resources intended for remote teaching. As from the teachers’ meetings, there was a perception of the difficulty in preparing activities to link the technological resources, focusing on Google for Education tools, with active teaching methodologies. As an alternative to understand this moment, a questionnaire prepared for the teachers of the public teaching system of the State of Paraná was produced involving the use of the Google Classroom tool and active teaching methodologies in their classes. In this scenery, the present study appears, which goal is to develop didactic guides that promote the students’ active participation in Financial Education classes in site, remote or hybrid classes, supported by Google Classroom. To reach that goal, the research was split into two parts. Of quali-quantitative survey nature, the first stage of the research aims to understand how the Google Classroom tool was used during the remote classes period in the State of Paraná. To reach this goal, an online survey was taken among teachers of the public school system between October 08 and November 18, 2020. The questionnaires were assigned by the Secretaria do Esporte e da Educação in the teachers’ corporate e-mails, and the response was optional. The data analysis was taken via elements present in the Content Analysis method proposed by Bardin (1997) and the descriptive Measures. From the analysis of the teachers’ perception and the theoretical study completed, the second stage of the research, of the bibliographic type, was implemented, in which three didactic guides were developed destined to the secondary education teachers including Financial Education contents, using active methodologies such as Project Based Learning, Station Rotation and Case Study as a way of allowing pedagogical support to the teacher during remote, in site or hybrid classes. The guides exposed actions that involve the students’ daily topics, contributing to the Financial Education classes, that for being part of the new secondary education syllabus of the State of Paraná, still presents little available material.