Banca de DEFESA: DEBORAH SOARES DE SOUSA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : DEBORAH SOARES DE SOUSA
DATE: 31/08/2026
TIME: 10:00
LOCAL: Auditório 1, Pavilhão 1, Campus Reitor Edgard Santos / Videoconferência (Google Meet)
TITLE:

“EDUCAÇÃO FINANCEIRA NA EJA: uma sequência didática com modelagem matemática e ABP aplicada à matemática financeira”.

KEY WORDS:

Youth and Adult Education. Financial Education. Financial Mathematics. Mathematical Modeling. Problem-Based Learning.

PAGES: 89
BIG AREA: Ciências Exatas e da Terra
AREA: Matemática
SUMMARY:

This dissertation, developed within the scope of the National Professional Master's Program in Mathematics (PROFMAT), aims to develop and evaluate a didactic sequence on Financial Mathematics for Youth and Adult Education (EJA). Grounded in Mathematical Modeling and Problem-Based Learning (PBL), the study analyzes the sequence's pedagogical feasibility and applicability based on evaluations by teachers in this educational modality. The research is characterized as applied, quantitative, and descriptive, relying on a literature review and a survey; it encompasses the creation of an educational product and its evaluation via a structured questionnaire. Initially, the study discusses the foundations of Youth and Adult Education from the perspective of citizenship training, addressing the right to education, the valuing of students' prior knowledge, and the educational challenges inherent to this modality. Subsequently, it presents the contributions of Mathematics Education, Critical Financial Education, and knowledge contextualization to the teaching of Financial Mathematics, as well as the principles of Mathematical Modeling, Problem-Based Learning, and active methodologies as strategies for fostering meaningful learning. The educational product consists of a didactic sequence organized into eight sessions, structured around everyday situations related to consumption, credit, family budgeting, interest, and financial planning. Its evaluation was conducted by Youth and Adult Education teachers, considering aspects such as didactic-pedagogical organization, pedagogical coherence, contextualization, theoretical-methodological alignment, and suitability for the modality. Data analysis employed descriptive statistics, complemented by the interpretation of open-ended responses provided by the participants. The results demonstrated a high degree of suitability for the educational product, with predominantly positive evaluations across all analyzed dimensions, indicating its pedagogical feasibility and applicability for teaching Financial Mathematics in EJA. The suggestions presented focused on refining the contextualization of certain activities, expanding the use of technological resources, and making support materials available to teachers. It is concluded that the didactic sequence constitutes a robust educational product, aligned with the principles of Critical Financial Education and the specificities of Youth and Adult Education, thereby contributing to the development of pedagogical practices that are contextualized and potentially replicable within this educational modality.

COMMITTEE MEMBERS:
Presidente - 1983258 - LENIEDSON GUEDES DOS SANTOS
Interno - 1553834 - MARCELO DE PAULA
Externa à Instituição - LAYLA RAQUEL BARBOSA LINO