Um dos desafios atuais é promover a capacitação financeira dos indivíduos, de forma a torná-los aptos a tomar suas decisões com maior fundamentação e segurança, possibilitando uma postura pró-ativa na gestão de suas Finanças Pessoais. Nos Estados Unidos, Reino Unido e Japão, as ações de Educação em Finanças Pessoais estão em estágio mais avançado do que em países do Leste Europeu e da América Latina, inclusive o Brasil. Ainda que algumas unidades de ensino no país, isoladamente, estejam implementando em suas grades curriculares a Educação em Finanças Pessoais, há a necessidade de se promover a sua inclusão nos currículos brasileiros, sendo esta demanda coerente com os interesses sociais predominantes e relevante para o desenvolvimento econômico do país. Dessa forma, com base na pesquisa bibliográfica e documental e na experiência de profissionais da área de educação que estão conduzindo a inserção da Educação em Finanças Pessoais nos currículos escolares, essa dissertação de caráter exploratório se propõe a responder aos seguintes problemas de pesquisa, de modo a subsidiar as políticas públicas de Educação em Finanças Pessoais: 1) Quais os fatores críticos para a implantação da Educação em Finanças Pessoais nas grades curriculares? 2) Quais estratégias podem fomentar a capacitação financeira dos indivíduos nos âmbitos escolares? Os resultados sugerem a necessidade de se considerar os seguintes aspectos: a) Inserção do assunto sem o foco nos interesses comerciais de agentes privados; b) Fortalecimento das instituições; c) Desenvolvimento de profissionais por meio de ações da esfera pública e privada; d) Melhoria da formação e valorização do corpo docente; e) Adequação das atividades pedagógicas às fases do ensino; e f) Introdução da Educação em Finanças Pessoais no Ensino Básico em três fases que permitirão abordá-lo inicialmente, como tema transversal, e, finalmente, como disciplina. / The improvement of personal financial capacity as a means of making better-informed financial decisions and enabling proactive management of Personal Finance is a relevant current challenge. In the United States, the United Kingdom, and Japan, Financial Education initiatives are at a more advanced level than in Eastern European and Latin American countries, including Brazil. While a few Brazilian schools are making isolated efforts to implement Financial Education as part of their curricula, its inclusion in the official curriculum must be promoted; the need for Financial Education is in accordance with dominant social interests and relevant to the country\'s economic development. Therefore, based on a review of relevant literature and on the experience of educators conducting inclusion of Financial Education in the school curriculum, this work seeks to answer the following research problems, in order to subsidize public policies on Financial Education: 1) Which are the critical factors for implanting Financial Education in the Brazilian curriculum? 2) What strategies can foster personal financial capacity in the school environment? Results suggest that the following aspects are to be considered: a) Inclusion of Financial Education without focusing on third-party commercial interests; b) Strengthening of institutions; c) Professional development through public and private initiatives; d) Improvement of teacher training; e) Adequation of teaching strategies to the relevant learning stages; and f) Three-stage introduction of Financial Education into the Basic Education curriculum, initially as an interdisciplinary subject, and later as a discipline in its own right.

This Master's thesis deals with financial education and its place in school education. The thesis is separated into four main parts. The first chapter defines the concept of financial literacy, historical evolution of financial education in pedagogical reflection and factors affecting individuals in the process of financial education. The second chapter deals with the place of financial education in school education, which is an analysis of selected education policy documents of the Czech Republic and the activities of the actors involved in the development of financial literacy of the population of the Czech Republic. The theme of the third chapter is defining areas of financial education in school education in the private sector. The fourth chapter discusses the role of the teacher in the process of financial education and presents some recommendations.

Financial literacy is a growing problem in the United States. While research has approached the formation of financial skills from a variety of angles, little is known about the influence of religiosity. Using the College Student Financial Literacy Survey (CSFLS) and Duke University Religiosity Index (DUREL), data was analyzed for correlations between religiosity and financial knowledge, financial attitudes, and financial behaviors. Data was collected from 938 undergraduates at Mississippi State University via an online survey using Qualtrics survey software in the spring of 2015. Items measured on the DUREL (i.e., religiosity) were not significantly related to financial attitudes, financial knowledge, or financial behavior. These findings are important for churches and faith-based organizations as well as financial educators as populations in need seek financial education. Faith leaders and institutions could incorporate financial lessons to improve the financial skills of all members.

The purpose of this research was to examine the effects of workplace financial education on workers' personal finances and work outcomes and determine relationships among financial management (attitudes, knowledge and behaviors), financial well-being, personal finance-work conflict, and work outcomes with data of white-collar workers in an insurance company in mid-western states. Research questions were (1) What are the profiles of financial attitudes, financial knowledge, financial behaviors, financial well-being, personal finance-work conflict, productivity, absenteeism, work time use, organizational commitment, pay satisfaction, loyalty, and intention to leave?, (2) Do the profiles of financial attitudes, financial knowledge, financial behaviors, and financial well-being differ by the individual characteristics?, (3) Do the profiles of personal finance-work conflict, productivity, absenteeism, work time use, organizational commitment, and pay satisfaction differ by the individual characteristics?, (4) What are the relationships among financial attitudes, financial knowledge, financial behaviors, financial well-being, and work outcomes (productivity, absenteeism, organizational commitment, and pay satisfaction)?, (5) What are the effects of workplace financial education on financial attitudes, financial knowledge, financial behaviors, financial well-being, and work outcomes?, and (6) What are the individual profiles of workplace financial education including participation, value of workplace financial education, reasons for participation and non-participation, desire for financial check-up, and desired topics of workplace financial education? The research design was a pre- and post-assessment survey. A pre-assessment survey was conducted in February and March 1999 before workplace financial education was provided during March 1999. One-and one-half hour workplace financial education workshops were provided at no cost to employer or employees in March 1999. Three months after the workplace financial education was provided, a post-assessment survey was conducted from June through August 1999. A pre-assessment questionnaire was mailed to all 476 workers (five were undeliverable) and 262 responses were utilized for data analysis. In the post-assessment, 482 questionnaires were mailed to workers and five were undeliverable. Usable return rates for the data analysis were 56.0% in the pre-assessment (262/471) and 40.0% in the post-assessment (189/477). Overall, the respondents in this study were somewhat positive toward financial management, were not knowledgeable on financial matters, and were practicing their financial behaviors fairly well. Objective financial well-being measures showed that workers were in fairly good financial condition but the levels of subjective financial well-being were about the mid-point on a scale, when each score was converted into a percentage. The workers reported that they were very productive, did not miss work days frequently, were highly committed to their organization, and they showed fairly high levels of pay satisfaction. Workers were very hesitant to admit to direct questions asking about whether or not their financial concerns interfered with their responsibilities at the workplace while they were not always able to do normal work even though they were present in the office and spent some work time handling financial matters. Some of individual characteristics influenced financial attitude, financial knowledge, financial behavior, financial well-being, personal finance-work outcomes, and work outcomes. The tests of the structural equation model showed that worker's personal finances had direct and indirect effects on work outcomes. The financial well-being had a negative effect on personal finance-work conflict. The financial well-being had direct effects on negative work time use and pay satisfaction. The financial well-being had indirect effects through personal finance-work conflict on absenteeism, negative work time use, and organizational commitment. The t-test results did not show the significant effects of workplace financial education on personal finances and work outcomes between the pre- and the post-assessment. / Ph. D.

This research examined 50 financial education programs within the state of Florida. The purpose of the research was to survey financial education program providers to see how they are evolving to meet the sociological, psychological and behavioral factors that affect individual’s financial decision making. In constructing the survey I referenced articles, journals and publications regarding how certain factors can affect an individual and their ability to apply financial education to their daily life. This review of previous research showed that tailored education, to determine a participant’s means, ability and goals, is the best way to help participants achieve financial independence. In this literature review no specific details were found on how programs are evolving or how existing program offerings are filling the need for tailored financial education. This topic is important because financial decisions that people make will not only affect current generations but also future generations. I contacted 50 agencies with a 27 question survey regarding their basic organizational structure, funding, program details, success determinants, primary program goals and focus, and marketing strategies. 36% of those contacted, or 18 organizations, responded. All responses were compiled and compared to determine relationships among program structures, offerings, and goals. The primary findings were that most organizations opened after 2000, have budgets under $100,000 funded primarily by two main sources, and their main goals are to provide basic knowledge and education to help participants improve financial decisions. In addition, most programs conduct a pre-post survey or get participant feedback to evaluate programs and use the number of participants at meetings as their main success factor. The majority of programs do not collect financial information, however they provide one-on-one counseling to focus on tailoring education to 501+ participants per year. Recommendations for future research are to increase the number of respondents, look deeper into funding requirements, the program lifecycle, marketing strategies employed and their effectiveness, and what specific financial education topics programs are addressing. This will add to existing research by providing a broader view of the financial education landscape and help programs to evolve to meet the need for tailored education.

The thesis' goal is to define basic terms associated with financial literacy - to clarify the important and somewhat inseparable role financial education plays in terms of financial literacy. Furthemore it aims to measure the current level of financial literacy achieved by students of public high schools and public universities. The theoretical section is aimed at different definitions of the term financial literacy, the significance of financial eduction in the Czech Republic and the related national financial education strategy. Its further aim is the current level of financial literacy and the role of subjects raising that level. The practical section consists of research survey via a questionare released at public high schools and public universities and its evaluation and comparison to recent survey by the Department of finance. The survey points to a relatively low level of financial literacy and the need for education in financial matters.

This thesis deals with the financial literacy and its teaching at Czech primary schools. First, a brief summary of activities supporting financial education is presented. In the second part, there are some of the conclusions of research the level of financial knowledge and also available teaching materials described. The main chapter analyzes the project "Rozumíme penězům" and the textbook "Finanční gramotnost pro 2. stupeň ZŠ". Content and methodological point of view are the most important. The thesis also determines whether both materials meet requirements of Financial Literacy Standards and PISA.

The main goal of this diploma work is to create a concept of one-year two-hour seminars teaching financial literacy at high school. Its content is in accordance with the standards of financial literacy that were defined in the document " The system of establishment of financial literacy at primary and secondary schools ", and which have been implemented in the RVP of high school and secondary vocational education in 2009. In particular, constructivist approach is being applied in the teaching to whose implementation using appropriately chosen teaching methods that are designated in the methodological recommendations of Pedagogical Research Institute. Following teaching materials are drawn up for each thematic unit seminar (household management, prices and money, financial markets, interest and interest calculation, financial products, financial planning and consumer protection): the recommended sequence of intermediate tutorial, theme, tutorial, tutorial presentations, pupil outputs, input and output test. The other goal of this diploma work is a small research through a questionnaire with closed issues, whose main aim was to map out the teaching of financial literacy at secondary schools in the Czech Republic. Keywords Financial literacy, Financial education, Activating teaching methods

O aprendizado, os conhecimentos e competências matemáticas para um bom desenvolvimento pessoal, de um cidadão que vive em nossa sociedade moderna e capitalista, envolve também lidar com suas finanças, seus rendimentos, seus gastos, despesas, salários, poupança, ética, sustentabilidade, etc. Aperfeiçoar muitas dessas habilidades, para um melhor planejamento e tomada de decisão, exigem uma boa e adequada Educação Financeira que, por sua vez, não pode ser almejada sem o desenvolvimento da Matemática Financeira. Fica assim estabelecida, mais uma vez, a importância da Matemática na formação de um cidadão consciente de seus direitos e deveres. Além do aprendizado cotidiano, essa educação acontece, ou ao menos deveria acontecer, também no ambiente escolar, cujos processos de ensino são permeados por diversos instrumentos auxiliares e dentre estes, um que merece destaque, o Livro Didático. Destaque esse tão evidente que preocupado com a qualidade dos livros, o Ministério da Educação implementa o Programa Nacional do Livro Didático, por meio do qual avalia aqueles que estão aptos e que poderão ou não ser utilizados na Rede Pública de Educação Básica de todo território nacional. O presente trabalho busca analisar os livros didáticos aprovados pelo PNLD 2015, que tinha como foco as coleções destinadas ao Ensino Médio, com uma leitura minuciosa sobre os assuntos e temas ligados à Educação Financeira, observando quais são as possíveis intenções e o potencial dos exercícios propostos. O norte para tal análise foram os cenários para investigação sugeridos por Ole Skovsmose em seus trabalhos de Educação Matemática Crítica. Encontramos, nas coleções observadas, diversos tipos de exercícios que, em sua grande maioria, não possuíam potencial e/ou contextualização que favorecessem seu entendimento ou que colocassem o aluno em uma posição de descobridor ou investigador. Apesar do entrave encontrado, tais problemas, modificados e desenvolvidos de outra maneira, em direção ao estímulo e desenvolvimento do senso crítico do aluno, possuem grande potencial educativo e de formação cidadã. / The learning, the mathematical knowledge and skills for a good personal development, of a citizen who lives in our modern and capitalist society, it also involves dealing with your finances, your income, your expenses, bills, salary, savings, ethics, sustainability, etc. Improving many of these skills, for a better planning and for the taking of decision, require a good and proper financial education which, in turn, cant be achieve without the development of financial mathematics. Is thus established, once again, the importance of mathematics in the formation of a citizen conscious of their rights and duties. In addition to the everyday learning, this education happens, or at least should happen, also in the school environment, whose teaching processes are permeated by several auxiliary instruments and among these, one that deserves attention, the textbook. Highlight this so clear that worried about the quality of the books, the Ministry of Education implements the National Textbook Program, through which evaluates which book is able and may or may not be used on the public network of basic education of all national territory. This study seeks to analyze the approved textbooks approved by PNLD 2015, that had focused on the collections intended for the high school, with an attentive reading about the topics and issues related to financial education, observing what are the possible intentions and the potential of the proposed exercises. The guide for such analysis were the scenarios suggested by Ole Skovsmose at his works about critical mathematics education. We find, in the collections observed, a several types of exercises that, mostly, didnt have potential and/or contextualization that favors the understanding or put the student in a position of discoverer or investigator. Despite the obstacle found, such problems, modified and otherwise developed towards the encouragement and development of student\'s critical sense, have a great educational potential and a civic formation.

Made available in DSpace on 2017-07-21T20:56:32Z (GMT). No. of bitstreams: 1 Gelson Pietras.pdf: 1641385 bytes, checksum: c68c61e22b0a9ff5a8eea998f9c6d061 (MD5) Previous issue date: 2014-03-21 / This work is the result of the Project “Financial Education” presented and developed in PROFMAT (UEPG), having as its corpus dates and experience in classroom collected in Colégio Sesi of Guarapuava between the years 2010 to 2014. Aiming to teach financial mathematics content, according to a requirement in the regular school, this subject was taken to classroom and these topics were used to raise students’ awareness of several subjects, such as: (a) needs to satisfy personal wishes, (b) the choice to save in the present so that the future become more fruitful, (c) rational use of the savings account, (d) dealing with debts and acquisitions, (e) investment models in short and long run, etc. To study these subjects, studies taken place in classroom and in the computer lab to take decisions in buying and selling situations as well as money administration. Besides, we approached studies shopping in cash or in installments, credit card use, strategies to pay off long run debts, the cost of a car maintenance, as well as knowledge about taxes on a worker salary and the taxes percentage for deduction in different incomes, the analyzes of houses rental and mortgage and plans to accumulate capital. The objective of these actions is to generate a change in the way of students to think about forthcoming situations in relation to their entrance in the professional life, when it is necessary to administrate the own money, so that they are prepared to take important decisions on finances. / Este trabalho é o resultado do projeto “Educação financeira” apresentado e desenvolvido no PROFMAT (UEPG), tendo como corpus do trabalho dados e experiências de sala de aula colhidos no Colégio Sesi de Guarapuava entre os anos de 2010 e 2013. A fim de ensinar conteúdos de matemática financeira previstos para o ensino médio, o tema educação financeira foi levado à sala de aula e estes conteúdos foram utilizados para a reflexão sobre os mais diversos assuntos, tais como: (a) necessidade da satisfação de desejos pessoais, (b) escolhas de se deixar de consumir no presente para se consumir mais e melhor no futuro, (c) uso mais racional da poupança, (d) negociação de dívidas e compras, (e) modelos de aplicações de curto e longo prazo, etc. Para discutir esses temas, realizamos estudos em sala de aula e no laboratório de informática, e simulamos situações para exercitar a habilidade dos alunos para tomada de decisões em situações de compra, de venda e de administração do dinheiro. Além disso, abordamos assuntos como compras à vista ou a prazo, compras no cartão de crédito, estratégias de quitação de dívidas, custos de manutenção de um carro próprio; bem como conhecimento sobre os impostos que incidem no salário do trabalhador, os valores de dedução para cada faixa de renda; verificação de situações de financiamento de casa própria e ou de locação de imóveis; e planos para a acumulação de capital. Esperamos com essas ações, gerar uma mudança na forma de pensar dos alunos sobre situações pelas quais terão que passar quando ingressarem em suas vidas profissionais e tiverem que administrar seu próprio dinheiro, de modo a estarem preparados para tomar decisões importantes do ponto de vista financeiro.