Banca de QUALIFICAÇÃO: SIDNEY LEANDRO DA SILVA VIANA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : SIDNEY LEANDRO DA SILVA VIANA
DATE: 07/12/2022
TIME: 09:00
LOCAL: VideoConferência - Google Meet
TITLE:

Problem-Based Learning: a methodological proposal for teaching Financial Education in High School through Potentially Significant Teaching Units

KEY WORDS:

Financial Education, Investments, UEPS, Meaningful Learning, Problem Based Learning.

PAGES: 430
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

The present work aims to investigate how a Potentially Significant Teaching Unit, a UEPS, based on the theory of Meaningful Learning by (MOREIRA, 2010, 2011, 2012) can contribute to the construction of the concept of investments in a 2nd grade class of High School at a private school in Maceió, in the State of Alagoas. For that, through a qualitative research based on intervention, a UEPS was elaborated composed of a didactic sequence that presents important elements for the re-signification of the students' previous knowledge about the addressed theme, aiming to develop, still, the students' criticality to the light of the assumptions of Critical Mathematics Education (SKOVSMOSE, 2001). In this sense, we sought to encourage students to build and develop argumentative and reflective processes in the face of problem situations that involved choices and risks in relation to the investment scenario, providing an environment in which they are protagonists of the learning process, from the use of of the active methodology of Problem-Based Learning, the PBL. The proposed didactic sequence presents six blocks of activities involving the concepts that make up the investment area, such as types of investments, angel investor, decision making, venture capital, risks, ending with activities that propose a more practical contact with the simulators of investments and the construction of a conceptual map, the main assessment tool in a UEPS (MOREIRA, 2012), in addition to two questionnaires, a priori and a posteriori, which served to identify and characterize the profile and mathematical knowledge of students, enabling the assessment of UEPS identifying the financial literacy rates after the activities performed. For data analysis, we used content analysis, creating categories. Therefore, the results showed that the proposed UEPS can significantly contribute to the construction of the concept of investments in High School, giving new meaning to the students' prior knowledge, in addition to the development of their criticality in situations in which they need to expose their arguments to justify certain choices, as well as places the theme investments as essential in the approach of Financial Education in High School, breaking with the paradigm that investing is necessary a high value. On the other hand, the work with the PBL highlighted the students' difficulty in following scripts to solve problems, corroborating what Viana and Lozada (2020) write about the fact that some steps of the PBL are neglected by the students, who suggested , in turn, a reconstruction of the methodology with reduced steps.

BANKING MEMBERS:
Presidente - 1049316 - CLAUDIA DE OLIVEIRA LOZADA
Interno(a) - 497.012.404-30 - GIVALDO OLIVEIRA DOS SANTOS - IFAL
Externo(a) à Instituição - Celso Ribeiro Campos - PUC - SP