Práticas educativas transformadoras : promovendo a educação financeira em uma turma da EJA/EPT

Abstract

The research was carried out within the scope of Research Line 1 - Educational Practices in Educação Professional e Tecnológica (EPT), as part of Macroproject 1 - Methodological proposals and teaching resources in formal and non-formal teaching spaces in EPT. This framework guided the methodological design and the research objectives, linking the proposal to the field of educational practices in various EPT contexts. This research analyzed the implementation of a Financial Education proposal in a class of students from the Electromechanics Technical course integrated with High School, in the EJA/EPT modality, at the Colégio Técnico Industrial de Santa Maria (CTISM). The study aimed to understand the students' Financial Education profile and needs, implement a pedagogical proposal on the subject, verify its contribution to the target audience and develop an educational booklet. The research reinforced the fact that personal financial management is more linked to behavior and organization than just education or mathematical skills. Using the qualitative case study technique, questionnaires were administered and a round table discussion was held. Participant observation made it possible to identify challenges faced by the students, such as indebtedness, lack of planning and difficulties in understanding basic economic concepts. The pedagogical proposal emphasized dialogue, active listening and the exchange of experiences, which contributed to meaningful learning that was applicable to the participants' reality. The results showed that Financial Education is essential in EPT, as it aligns professional learning with students' socio-economic realities, since most of them have family responsibilities and are looking for better financial conditions. It also highlighted the influence of psychological, social and emotional factors on financial decision-making. As a product of the research, an educational booklet on Financial Education was produced, serving as a resource to expand the knowledge and promote the financial autonomy of EJA/EPT students. The need to incorporate Financial Education more systematically into EPT curricula was highlighted in order to provide continuous and structured learning about personal finance. It was recommended that spaces be created for speaking and listening in EPT courses, promoting educational practices aimed at conscious consumption, financial planning and strategies to avoid debt. It is also essential to consider the socio-economic and cultural particularities of the students so that the topics covered are relevant and applicable to their realities. Financial education plays an important role in citizen education, by broadening social opportunities and promoting greater financial balance.