Educação Financeira: uma possibilidade de integração com a Educação Estatística

Abstract

This study aims to identify elements that show the possibility of integrating Statistics with Financial Education in Mathematics classes for high school, in the context of the pedagogical strategy named mathematical modelling, in which we worked on a didactic experience involving the theme inflation. For the analysis of the collected material (final activity report) we used the qualitative approach, through the analysis of the Collective Subject Discourse. Our analyzes show that this integration was possible based on the search for a statistical measure, average or median, to indicate the price variation in a given period. Data analysis also reveals the development of critical competence, which took place through the construction of two types of criticism, which we call epistemological and socio-political criticism. Socio-political criticism is characterized by an analysis of social structures (problematic, from their point of view) for the studied phenomenon, which was the inflation rate. The epistemological criticism, on the other hand, refers to the reflection on the choice of the best statistical measure to represent this rate, considering the procedures, methodologies and results achieved. We have also found that this type of criticism has relations with statistical reasoning.