Políticas públicas, educação financeira e currículo da educação básica: um estudo exploratório

Abstract

This article presents an exploratory reflection on the inclusion of financial education in the basic education curriculum, from the analysis of 24 political-pedagogical projects of state elementary schools in some Brazilian states, between the years 2010-2015. The respective projects were collected on the Internet. The analysis of the respective documents content was performed, observing three analytical units: teaching practice school, political and pedagogical goals of school and projects or programs for financial education. It was found that none of the evaluated projects provide financial education, while 87.50% provide interdisciplinary or cross practices and 66.67% have a general or specific purpose to prepare students for life. Concludes, in the light of the combination of this information with the literature review, that favored statistics presentation on the Brazilian financial behavior, the dynamics of the OECD (Organization for Economic Cooperation and Development) program for the promotion of national strategies for financial education and concepts of behavioral finance, which there are limitations in the way the State diffuses the National Strategy for Financial Education, until now presented as an interdisciplinary practice that can be adopted voluntarily by the educational institution.