Submitted by William Justo Figueiro (williamjf) on 2015-08-20T17:39:23Z No. of bitstreams: 1 16e.pdf: 1031466 bytes, checksum: 160b2cebe4a3e44e25e950d0a81811d7 (MD5) / Made available in DSpace on 2015-08-20T17:39:23Z (GMT). No. of bitstreams: 1 16e.pdf: 1031466 bytes, checksum: 160b2cebe4a3e44e25e950d0a81811d7 (MD5) Previous issue date: 2014-08-18 / Nenhuma / Esta tese é fruto de uma pesquisa realizada com o objetivo de analisar como os programas de Educação Financeira, praticados inicialmente somente pelas instituições financeiras, foram estendidos para a instituição escolar. A pesquisa inspira-se na produção do filósofo Michel Foucault, e utiliza como ferramentas teóricas os conceitos foucaultianos de biopolítica e de governamentalidade. O material de pesquisa examinado é constituído pelo programa de implementação da Educação Financeira, intitulado de “Estratégia Nacional de Educação Financeira (ENEF)”, organizada pelo Governo Federal, com apoio de instituições privadas ou públicas, e o Programa do Banco Santander de Educação Financeira. O exercício levado a efeito com o uso das ferramentas teóricas escolhidas mostrou nesta pesquisa investigativa: a) a inclusão da Educação Financeira na escola surgiu na contemporaneidade, em decorrência do desenvolvimento dos mercados financeiros e das mudanças demográficas, econômicas e políticas atuais; b) o Projeto de Educação Financeira, apoiado pela Estratégia Nacional de Educação Financeira, e o projeto elaborado e executado pelo Banco Santander, atuam como um dispositivo para conduzir a conduta da população; c) a Educação Financeira, formulada pela Estratégia Nacional de Educação Financeira (ENEF) e por instituições públicas ou privadas, consiste em uma forma de investimento para toda a população e ao mesmo tempo como um empresariamento de si mesmo. / This thesis is the result of a study carried out with the aim of analyzing how financial education programs, initially only practiced by financial institutions, have been extended to the academic institutions. This research is based on the work of the philosopher Michel Foucault, and uses Foucauldian concepts of governmentality and biopolitics as theoretical tools. The data examined consists of the implementation program of Financial Education, entitled National Strategy for Financial Education (ENEF), organized by the Federal Government, supported by private or public institutions, and the Program of Santander Bank on Financial Education. The exercise carried out by using the theoretical tools chosen in this investigative research showed that: a) the inclusion of the Financial Education in schools emerged in contemporaneity due to the development of financial markets and the current demographic, economic and political changes; b) the Financial Education Project, supported by the National Strategy for Financial Education, and the project developed and implemented by Santander Bank act as a device to guide the conduct of the population; c) the Financial Education, formulated by the National Strategy for Financial Education (ENEF) and by public or private institutions, is not only a form of investment for the entire population but also an entrepreneurship in itself.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-04-27T12:39:37Z No. of bitstreams: 1 Lilian Brazile Trindade.pdf: 2335283 bytes, checksum: 8657989beac4916a0900aaaed6927aee (MD5) / Made available in DSpace on 2017-04-27T12:39:37Z (GMT). No. of bitstreams: 1 Lilian Brazile Trindade.pdf: 2335283 bytes, checksum: 8657989beac4916a0900aaaed6927aee (MD5) Previous issue date: 2017-03-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research has as object of study the Financial Education and the objective of analyzing the approach of this theme in the final years of Basic Education, through the guidelines of the official documents, listing the mathematical and didactic organization presented in the Textbook. The choice of the collection of books analyzed, approved by the National Textbook Program in force, which has three volumes, one for each year of High School is presented in the chapter relating to theoretical methodological procedures. The analysis was subdivided into four stages, in which the first and the second are related to the quantification and analysis of the criteria established based on Federal Decree 7.397, created on 2010, which contemplate guiding subjects pertinent to Financial Education, the third stage presents the analysis of the mathematical organization through the Didactic Anthropological Theory and, finally, the analysis of the Didactic Organization of the collection, in the light of the Hypothetical Three-Dimensional Axis. It was observed the absence of the content approach regarding Financial Education in the National Curricular Parameters of High School, and that the exercises analyzed follow a line of technical procedures, in which the student is restricted to the resolutions through substitutions and applications of formulas, in a mechanical way, without any kind of reflection or criticism regarding decision making related to situations of their reality and also in adulthood / Esta pesquisa tem como objeto de estudo a Educação Financeira e o objetivo de analisar a abordagem dessa temática nos anos finais da Educação Básica, mediante as orientações dos documentos oficiais, elencando a Organização Matemática e Didática apresentadas no Livro Didático. A escolha da coleção de livros analisados, aprovada pelo Programa Nacional do Livro Didático vigente, a qual tem três volumes, um para cada ano do Ensino Médio, é apresentada no capítulo referente aos procedimentos teóricos metodológicos. A análise foi subdividida em quatro etapas, em que a primeira e a segunda estão relacionadas à quantificação e análise dos critérios estabelecidos com base no Decreto Federal 7.397, criado no ano de 2010, que contemplam assuntos norteadores pertinentes a Educação Financeira, a terceira etapa apresenta a análise da Organização Matemática por meio da Teoria Antropológica do Didático e, por última, a análise da Organização Didática da coleção, à luz do Eixo Tridimensional Hipotético. Verificou-se a ausência da abordagem de conteúdos referentes à Educação Financeira nos Parâmetros Curriculares Nacionais do Ensino Médio e, que os exercícios analisados seguem uma linha tecnicista, na qual o aluno fica restrito às resoluções por meio de substituições e aplicações de fórmulas, de uma forma mecânica, sem qualquer tipo de reflexão ou criticidade quanto à tomada de decisão relacionadas a situações de sua realidade e também na fase adulta

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-06-12T12:42:03Z No. of bitstreams: 1 Franco Deyvis Lima de Sena.pdf: 2204948 bytes, checksum: ce0ff77e77b5f5c8251ef3c9c3b6572a (MD5) / Made available in DSpace on 2017-06-12T12:42:03Z (GMT). No. of bitstreams: 1 Franco Deyvis Lima de Sena.pdf: 2204948 bytes, checksum: ce0ff77e77b5f5c8251ef3c9c3b6572a (MD5) Previous issue date: 2017-05-11 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Based on personal experiences, or of which we had knowledge through reading academic work, we started this research after noticing possible similarities between Financial Literacy and structures of Statistical Thinking and Statistical Literacy. We then establish the following question: What elements of Statistical Thinking and Statistical Literacy would identified in the mobilization of knowledge related to Financial Literacy? In order to answer it, we present as objectives: to investigate definitions and main parameters adopted when working with education and financial literacy in Brazil; to investigate possible relationships of Financial Literacy with elements of Statistical Thinking and Literacy; and identify structural elements of Statistical Thinking and Literacy present in the mobilization of knowledge related to Financial Literacy. In order to do this, we announced in chapter 1, in addition to the problematic and objectives of the research, the presuppositions of a Didactic Engineering as a chosen method to subsidize the search for satisfactory answers to the questions that guide our work. In chapter 2 we present how it is situated and what we adopt as Financial Education, its relevance and implementation in the Brazilian scenario, through the official documents presented. Also in this chapter, we outline what we take for Literacy and Financial Literacy. Then, in chapter 3, we present our literature review, aiming to situate how some elements of our work were approached in different academic research, as well as highlighting aspects of novelty. In Chapter 4, we seek to understand and describe definitions about the structures of Statistical Thinking and Statistical Literacy, in order to analyze possible similarities with elements present / necessary to Financial Literacy. In chapter 5, we describe our a priori analysis, which addresses a proposal of a didactic sequence, aiming to provide information and validate the conjectures raised, showing how the experiment occurred, as well as our posteriori analysis. Finally, in chapter 6, we set out our final considerations about the research and the results obtained in its course / Com base em experiências pessoais, ou das quais tivemos conhecimento via leitura de trabalhos acadêmicas, iniciamos esta pesquisa após perceber possíveis semelhanças entre Letramento Financeiro e estruturas do Pensamento Estatístico e Letramento Estatístico. Estabelecemos então a seguinte questão: Que elementos do Pensamento e Letramento Estatístico podem ser identificados na mobilização de conhecimentos relacionados ao Letramento Financeiro? Com intuito de respondê-la, apresentamos como objetivos: investigar definições e principais parâmetros adotados ao trabalhar a educação e letramento financeiro no Brasil; investigar possíveis relações do letramento financeiro com elementos do pensamento e letramento estatístico; e identificar elementos estruturais do pensamento e letramento estatístico presentes na mobilização de conhecimentos relativos ao letramento financeiro. Para isso, anunciamos no capítulo 1, além da problemática e objetivos da pesquisa, pressupostos de uma Engenharia Didática como método escolhido para subsidiar a busca por respostas satisfatórias às indagações que norteiam nosso trabalho. No capítulo 2 apresentamos como está situada e o que adotamos como educação financeira, sua relevância e implementação no cenário brasileiro, por intermédio dos documentos oficiais apresentados. Ainda neste capítulo, delineamos o que adotamos por Letramento e Letramento Financeiro. Em seguida, no capítulo 3, exibimos nossa revisão de literatura, com intuito de situar como alguns elementos de nosso trabalho foram abordados em diferentes pesquisas acadêmicas, assim como salientar aspectos de ineditismo. No capítulo 4 buscamos fundamentação almejando compreender e descrever definições acerca das estruturas do Pensamento Estatístico e Letramento Estatístico, para dessa forma analisar possíveis semelhanças com elementos presentes/necessários ao Letramento Financeiro. No capítulo 5, descrevemos nossa análise a priori, que aborda uma proposta de sequência didática, visando prover informações e validar as conjecturas levantadas, exibindo como ocorreu o experimento, assim como nossa análise a posteriori. Por fim, no capítulo 6, expomos nossas considerações finais acerca da pesquisa e dos resultados obtidos em seu decorrer

The thesis deals with the level of financial literacy of secondary school students. At the beginning of the thesis I mainly focused on general issues regarding financial literacy, I explained the essence and justified the need for financial education. I describe current development and practices in the implementation of financial literacy in schools. I devote considerable attention to analysis of pedagogical documentation. My focus is not only theoretical but also practical comparing of financial literacy levels two fields of study from one of the same secondary school educational process and I suggest didactic processing the chosen topic. In conclusion I evaluated the problems of financial literacy.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-04-09T12:31:58Z No. of bitstreams: 2 Dissertação - Roberto Fernandes Matias - 2018.pdf: 2365703 bytes, checksum: a1cf35f9741c49bb5a310eec4a53b729 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-04-09T12:51:09Z (GMT) No. of bitstreams: 2 Dissertação - Roberto Fernandes Matias - 2018.pdf: 2365703 bytes, checksum: a1cf35f9741c49bb5a310eec4a53b729 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-04-09T12:51:09Z (GMT). No. of bitstreams: 2 Dissertação - Roberto Fernandes Matias - 2018.pdf: 2365703 bytes, checksum: a1cf35f9741c49bb5a310eec4a53b729 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper aims to present concepts and proposals of activities involving education and financial mathematics. It was sought to work with financial education because it is a subject that little or almost never is contemplated in high school and of great relevance in the student's life, which in turn, to be well structured, requires concepts of financial mathematics. As background, we used documents that present teaching proposals on the subject, demonstrating the importance of working in schools. Thus, the main objective of the work is to propose situations that can be developed in the classroom and that lead the student to reflect on the decision making about the management of their financial resources. However, when working on financial mathematics, it was sought to develop it within the rigor required by mathematics, with definitions, propositions and demonstrations. / Este trabalho tem como intuito apresentar conceitos e propostas de atividades envolvendo educação e matemática financeira. Buscou-se trabalhar com a educação financeira por ser um tema que pouco, ou quase nunca, é contemplado no ensino médio e de grande relevância na vida do aluno, que por sua vez, para ser bem estruturado, requer conceitos da matemática financeira. Como fundamentação, utilizou-se documentos que apresentam propostas de ensino sobre o assunto, demonstrando a importância de se trabalhá-lo nas escolas. Assim, o principal objetivo do trabalho é propor situações que podem ser desenvolvidas em sala de aula e que levem o aluno a reflexão para a tomada de decisão sobre o gerenciamento dos seus recursos financeiros. Contudo, ao se trabalhar a matemática financeira, procurou-se desenvolvê-la dentro do rigor que a matemática exige, com definições, proposições e demonstrações.

Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2016-09-08T14:18:10Z No. of bitstreams: 1 PDF - Ana Luiza Araújo Costa.pdf: 1599689 bytes, checksum: 6bd3ebed03a1f3ea6d77c99fc402bf11 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-09-09T18:52:52Z (GMT) No. of bitstreams: 1 PDF - Ana Luiza Araújo Costa.pdf: 1599689 bytes, checksum: 6bd3ebed03a1f3ea6d77c99fc402bf11 (MD5) / Made available in DSpace on 2016-09-09T18:52:52Z (GMT). No. of bitstreams: 1 PDF - Ana Luiza Araújo Costa.pdf: 1599689 bytes, checksum: 6bd3ebed03a1f3ea6d77c99fc402bf11 (MD5) Previous issue date: 2015-12-10 / This dissertation describes the research done on the importance of financial education in the training of students from the ninth year of EJA State School Coronel Serveliano de Farias Castro in the city of Caraúbas, state of Paraiba. The research sought to answer the question: "How does the mathematics education with CTS approach can contribute to financial education to the students of EJA elementary school?" The data were obtained from a questionnaire filled in by the class, as well as the realization of a financial education course, which was conducted in ten meetings. Analysis of these data helped show the importance of Financial Education in Mathematics Teaching. Thus, the overall objective is to investigate and develop an educational proposal from a course in Financial Mathematics Education for students of ninth grade EJA, incorporating contributions of constructivism culturalist partner and critical partner, assimilated by CTS approach. The work enabled realize the importance of Financial Mathematics Education for economic and financial education of students to exercise full citizenship and are able to made aware of financial decisions. / Esta dissertação descreve a investigação realizada sobre a importância da Educação Financeira na formação dos alunos do nono ano EJA da Escola Estadual Coronel Serveliano de Farias Castro na cidade de Caraúbas, estado da Paraíba. A pesquisa buscou respostas à seguinte pergunta: “De que modo a Educação Matemática com enfoque CTS pode contribuir para Educação Financeira aos alunos da EJA do Ensino fundamental?” Os dados foram obtidos a partir de um questionário realizado com a turma, assim como com a realização de um curso de educação Financeira, que foi realizado em dez encontros. A análise desses dados contribuiu para mostrar a importância da Educação Financeira no ensino de Matemática. Desse modo, o objetivo geral é investigar e desenvolver uma proposta didática, a partir de um curso de Educação Matemática Financeira para os alunos do nono ano EJA, incorporando contribuições do construtivismo sócio culturalista e sócia crítica, assimiladas pelo enfoque CTS. O trabalho possibilitou perceber a importância da Educação Matemática Financeira para a formação econômico-financeira dos alunos para que exerçam plena cidadania e que estejam aptos a tomadas de decisões financeira conscientes.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-07-28T10:39:56Z No. of bitstreams: 2 Dissertação - Samy Soubhe Tannous - 2017.pdf: 3665626 bytes, checksum: a26174fbfdc52c5f4bb70bff2eae1b29 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-07-28T10:41:55Z (GMT) No. of bitstreams: 2 Dissertação - Samy Soubhe Tannous - 2017.pdf: 3665626 bytes, checksum: a26174fbfdc52c5f4bb70bff2eae1b29 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-07-28T10:41:55Z (GMT). No. of bitstreams: 2 Dissertação - Samy Soubhe Tannous - 2017.pdf: 3665626 bytes, checksum: a26174fbfdc52c5f4bb70bff2eae1b29 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-07-04 / The way citizens deal with their financial lives, has, in recent years, become the subject of recent concern of many governments and international organizations since these countries have understood that only from a healthy relationship between subject and money may nations grow healthly in economic, financial and social terms. Financial Education emerges as part of the solution, in that it seeks to educate people financially in order to make them more aware of their earnings and consumption. Brazil could not be alien to this movement, as indeed it is not. Created a committee to deal with this issue and transform the theme into something concrete for application in the lives of its citizens, the National Financial Education Strategy - ENEF in portuguese, and this committee idealized and produced a material to be studied and applied in society in general and in the Schools specifically. The material produced for High School level is the focus of this work, which analyzes the intended curriculum in a critical way, sometimes corroborating, sometimes adding themes that could be approached for greater effectiveness in reaching the goal, that is to educate financially. / A forma como o cidadão lida com sua vida financeira tem se tornado alvo de preocupação recente de muitos governos e organismos internacionais nestes últimos anos, pois estes países têm entendido que só a partir de uma relação saudável entre o sujeito e o dinheiro as nações poder crescer saudáveis em termos econômicos, financeiros e sociais. A Educação Financeira surge então como parte da solução, na medida em que se procura educar financeiramente as pessoas no intuito de torná-las mais conscientes de seus ganhos e de seu consumo. O Brasil não poderia estar alheio a este movimento, como de fato não está. Criou um comitê para tratar deste assunto e transformar a temática em algo concreto para aplicação na vida de seus cidadãos, a Estratégia Nacional de Educação Financeira - ENEF, e este comitê idealizou e produziu um material a ser estudado e aplicado na sociedade em geral e nas escolas especificamente. O material produzido para o Ensino Médio é o foco deste trabalho, que analisa o currículo pretendido de maneira crítica, ora corroborando, ora acrescentando temas que poderiam ser abordados para uma maior eficácia para alcance da meta que é educar financeiramente.

Made available in DSpace on 2016-04-29T14:23:26Z (GMT). No. of bitstreams: 1 Daniel Barbosa dos Santos.pdf: 15952947 bytes, checksum: 4959d1921d3863f0c8181126ed7479ed (MD5) Previous issue date: 2014-02-22 / The present work aims to study digital media that can assist individuals to seek information to improve the relationship with their personal finances, because the act of going into debt can endanger the balance of the family budget. The use of the World Wide Web, combined with supports sounds and video simulators and mobility technologies to promote financial education can be a personal economic model for guidance. The financial health depends on a good relationship with time. In addition to knowing how much you earn and how you spend it is crucial to be aware of the instance the money comes and the moment it leaves. Thereby, to understand the nature of debt, it is important to understand the debt cycle. The ideal is to manage the expenditures before the entrance of money, avoiding on thi way the need for loans and of course the interest payment. The study suggests that using technology as an aid to financial education can be an important ally in the organization and programming of household spending, promoting, consumer, awareness and avoiding debt and bad debt / O presente trabalho pretende estudar os meios digitais que podem auxiliar o indivíduo a buscar informações para melhorar o relacionamento com suas finanças pessoais, pois o ato de se endividar pode colocar em risco o equilíbrio do orçamento familiar. O uso da rede mundial de computadores, aliado a suportes de áudio, vídeos, simuladores e as tecnologias de mobilidade para divulgar a educação financeira podem ser modelo para uma orientação econômica pessoal. A saúde financeira depende de uma boa relação com o tempo. Além de saber o quanto se ganha e como se gasta, é fundamental estar atento ao momento em que o dinheiro entra e o instante em que ele sai. O ideal é coordenar as despesas para que estas sempre aconteçam após a entrada do dinheiro, evitando a necessidade de empréstimos e, claro, o pagamento de juros. O estudo sugere que utilizar a tecnologia para auxiliar na educação financeira pode ser uma importante ferramenta na organização e na programação dos gastos familiares, fomentando o consumo consciente e evitando o endividamento e a inadimplência

Financial literacy education continues to be a deficiency in the U.S. education system because it is not included in most school curricula, and little is known about the efficacy of the school district programs that do include it. A former Federal Reserve Chairman identified the lack of financial literacy as a national problem, and the National Financial Educators Council described it as the #1 problem in the current generation. Using Berger and Luckmann's conceptualization of social construction as the theoretical framework, the purpose of this study was to explore how access to financial literacy education is perceived by fifth- through eighth-grade students in terms of behavior modification. The research questions focused on participants' understanding of financial concepts as it relates to grade level, gender, and school type. A qualitative multiple-case case study design, bounded in a single school district, was employed using stratified purposeful sampling through face-to-face interviews with only fifth- and eighth-grade students attending public, private, and charter schools. Data collected were coded and categorized for thematic analysis through constant comparison. The social construction framework served as an interpretive framework and helped capture the shared meaning in the key findings revealed through 5 core themes and 19 sub themes, with the highest emphasis on the core themes of Concepts of Earnings and Using Financial Institutions. The positive social change implications stemming from this study include recommendations to local/state/national education officials to develop and teach financial literacy curricula in order to increase the understanding and change financial behavior, throughout the United States, beginning with America's youth, and all future generations.

This dissertation investigates some of the factors affecting modern household finance decisions in the United States using natural experimental variation and administrative data. In Chapter 1 I estimate the effects of financial education on retirement savings decisions. Between 2007 and 2008 the U.S. Army implemented a mandatory 8 hour Personal Financial Management Course (PFMC) for new soldiers. Staggered implementation across locations and time provides quasi-experimental variation in whether an individual received the training. I find that the course has large and lasting effects on individual retirement savings in the Thrift Savings Plan, a tax-deferred account similar to a 401(k). The course doubles savings, has significant effects throughout the distribution of savings and the effects persist out to two years. The mechanism for the effects is likely a combination of both human capital and behavioral assistance. In Chapter 2 I estimate the effects of financial education on a variety of other economic behaviors. I rely on the same natural experiment as in Chapter 1 but I use individually matched credit data to estimate the effects of financial education on credit scores, credit balances for several types of accounts, monthly payments and adverse legal actions. In some areas I find that the PFMC has beneficial effects, reducing cumulative account balances (especially for automobile accounts) and aggregate monthly payments. In other areas, including credit scores, the probability of being active in the credit market and the number of adverse legal actions, the PFMC has no statistically significant effects on financial behavior. In Chapter 3 I estimate the effects of stress on financial decision-making. I use the natural variation in the casualty rates faced by individuals deploying overseas an exogenous source of stress and I measure the effects of this stress on individuals' participation in the Savings Deposit Program (SDP), a risk-free 10% annual percentage rate savings account. I find a modest and statistically significant negative relationship between the stress of casualties and SDP participation on the order of 5%. Some failures of the randomization test and the confounding effects of overall activity levels and rural locations cannot be eliminated as a source of the observed savings differences and as a result, these results should be considered suggestive evidence of the adverse effects of stress on financial decision-making.