EDUCAÇÃO FINANCEIRA CRÍTICA: NOVOS DESAFIOS NA FORMAÇÃO CONTINUADA DE PROFESSORES

Abstract

This article discusses the understanding of teachers on ways of promoting a Financial Education Critical in their teaching practice.The research is qualitative in nature, inspired by the participant action research.The research is qualitative in nature, inspired by the participant action research, carried out through a process of continuing education with teachers of early childhood education and early years, according the theory of Critical Mathematics Education.The result is discussed in four areas: i) the proposal of investigative activities; ii) the difficulties faced by teachers to structure a learning environment; iii) the meaning attributed to the socio-political role of financial education; iv) the changes in the pedagogical action of teachers.