Navegando por Autor "Rocha, Ricardo"

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    Dissertação
    O ensino de educação financeira articulado às múltiplas representações na educação básica.
    (Universidade Estadual do Norte do Paraná, 2026) Rocha, Ricardo; Lucas , Lucken Bueno; Luccas, Simone; http://lattes.cnpq.br/0267578230733577
    The teaching of Financial Education has been discussed for years by international organizations, with the purpose of guiding citizens to become more critical in the face of the ease of impulsive and uncontrolled purchases. According to the Organization for Economic Cooperation and Development, it is the role of governments to teach children, adolescents, and young people in schools to develop awareness of their financial lives. Thus, it is essential that teachers working in this area have a clear understanding of the objectives of the content taught, as well as rely on methodologies and strategies to teach concepts ranging from the simplest to the most complex in Financial Education. The present research aims to investigate the influence of a Financial Education course articulated with the theoretical framework of Multiple Representations for the continuing education of Basic Education teachers, justified by the fragility of the initial training of mathematics teachers who did not study Financial Education concepts during their undergraduate studies. For the development of this research, a systematic mapping was carried out, seeking studies that address these themes, followed by an analysis of legislation regarding the implementation of Financial Education as a curricular component in Basic Education, and subsequently a review of theoretical references in Financial Education, Multiple Representations, and Teacher Education. Based on these studies, the educational product was implemented in October 2025, at the State University of Northern Paraná, in the city of Cornélio Procópio, with the participation of six teachers. The analysis of the data collected during the course was conducted using the assumptions of Discursive Textual Analysis. Based on the data collected and analyzed in the research, it was evident that the teachers had knowledge acquired through teaching practice in Financial Education content but lacked familiarity with the theoretical framework of Multiple Representations. Therefore, the course proved to be of great value, as the results demonstrated that the studies contributed to the pedagogical practice of the teachers who participated in the implementation.