Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-11-13T14:35:25Z No. of bitstreams: 2 Dissertação - Alessandro Andreatini Neto - 2015.pdf: 3424173 bytes, checksum: 309aee8ddfa393f74c4c0e88c1bf00da (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-11-13T14:37:20Z (GMT) No. of bitstreams: 2 Dissertação - Alessandro Andreatini Neto - 2015.pdf: 3424173 bytes, checksum: 309aee8ddfa393f74c4c0e88c1bf00da (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-11-13T14:37:20Z (GMT). No. of bitstreams: 2 Dissertação - Alessandro Andreatini Neto - 2015.pdf: 3424173 bytes, checksum: 309aee8ddfa393f74c4c0e88c1bf00da (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2016-08-07 / This paper aims to promote a re ection about the didactic potential interfaces between nancial education and math content covered in high school through a course of nancial education. O rst course module presents a tool to organize spending so systematic . In the second module discusses the di erent types of loan and credit. The third module has been the most common investments and how they work / Este trabalho tem por objetivo promover uma re exão acerca das potenciais interfaces didáticas entre a educação nanceira e os conteúdos de matemática abordados no ensino médio através de um curso de educação nanceira. É apresentada uma ferramenta para organizar e classi car os gastos de maneira sistemática. Em seguida são abordadas as operações nanceiras de crédito como cheque especial, o crédiito direto ao consumidor e a antecipação de décimo terceiro salário. No terceiro, a caderneta de poupança e o recibo de depósito bancário, que são as aplicações de renda xa mais comuns realizadas por pessoas físicas.

Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2017-10-26T14:05:43Z No. of bitstreams: 2 Dissertação - Maria Raimunda Carvalho Araújo de Cerqueira - 2017.pdf: 2904928 bytes, checksum: 9b23c716f8dda557c4454d04eac3713e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-10-26T14:51:15Z (GMT) No. of bitstreams: 2 Dissertação - Maria Raimunda Carvalho Araújo de Cerqueira - 2017.pdf: 2904928 bytes, checksum: 9b23c716f8dda557c4454d04eac3713e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-10-26T14:51:15Z (GMT). No. of bitstreams: 2 Dissertação - Maria Raimunda Carvalho Araújo de Cerqueira - 2017.pdf: 2904928 bytes, checksum: 9b23c716f8dda557c4454d04eac3713e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-09-25 / The present paper aims mainly to know the pedagogical dimension given to the Shared Management Community School Program (PECGC, in portuguese) and its financial value for teaching. It is a case study and, for that, a state-funded school in the public education system of the state of Tocantins was chosen as a research field. It is based on the investigation of the legal, theoretical and practical assumptions underlying the PECGC, based on the following question: what aspects favor or hinder the use of the PECGC resources in the pedagogical dimension in the school unit studied and what contributions can be verified in the incentive of activities and projects to valorize teaching? Thus, it was attempted to verify if the school unit, in fact, makes use of the financial resources received by the PECGC for the valorization and accomplishment of the pedagogical activities. It is an applied qualitative research with some elements of a quantitative research. techniques of bibliographic review, documentary analysis and in loco observation were used. The main authors used to ground the study theoretically were: Triviños; Saviani; Gentili; Lyra-Silva; Dourado et al .; Davies; Oliveira R .; Sant Ana; Libâneo and Carvalho. Data collection was carried out through the application of questionnaires about the pedagogical dimension of the PECGE, directed to the members of the support association, teachers and management team of the researched school unit, which we defined as the subjects / participants of the research. Finally, a semi-structured interview was conducted with the person who is in charge of directing the said school unit. The study culminated in the elaboration of the educational product: the proposition of a cost sheet for the proposal of pedagogical activities and, from this, the elaboration of a textbook with orientations for the valuation of teaching, with the purpose of suggesting a discussion on financial education, from the perspective of an administration focused on the valorization of pedagogical activities. / O presente trabalho teve como principal objetivo conhecer a dimensão pedagógica dada ao Programa Escola Comunitária de Gestão Compartilhada (PECGC) e sua valoração financeira para o ensino. Trata-se de um estudo de caso e, para tanto, tomou-se como campo de pesquisa uma unidade escolar da rede estadual de ensino do Tocantins. Fundamenta-se na investigação de pressupostos legais, teóricos e práticos que embasam o PECGC, a partir da seguinte questão-problema: quais aspectos favorecem ou dificultam a utilização dos recursos do PECGC na dimensão pedagógica na unidade escolar pesquisada e quais contribuições são verificadas, no incentivo de atividades e projetos, para a valoração do ensino? Assim, procurou-se verificar se a unidade escolar, de fato, faz uso dos recursos financeiros recebidos pelo PECGC para a valorização e realização das atividades pedagógicas. Trata-se de uma pesquisa qualitativa, de natureza aplicada com alguns elementos de pesquisa quantitativa e foram utilizadas técnicas de revisão bibliográfica, análise documental e observação in loco. Os principais autores recorridos para fundamentar teoricamente o estudo foram: Triviños; Saviani; Gentili; Lyra-Silva; Dourado et al.; Davies; Oliveira R.; Sant Ana; Libâneo e Carvalho. A coleta de dados se deu por meio de aplicação de questionários sobre a dimensão pedagógica do PECGE e foi direcionada aos membros da associação de apoio, professores e equipe diretiva da unidade escolar pesquisada, público que definimos como os sujeitos/participantes da pesquisa. Por fim, foi realizada entrevista semiestruturada com a pessoa que está na função de direção da referida unidade escolar. O estudo culminou na elaboração do produto educacional: a proposição de uma planilha de custos para a proposição de atividades pedagógicas e, a partir desta, a elaboração de um livro-texto com orientações para a valoração do ensino, com o objetivo de alvitrar uma discussão sobre educação financeira, na perspectiva de uma administração voltada para a valoração das atividades pedagógicas.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-11T17:41:04Z No. of bitstreams: 1 andrebernardocampos.pdf: 1898509 bytes, checksum: 0cb512d6d6094eb64728f0949c0369e1 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T03:35:39Z (GMT) No. of bitstreams: 1 andrebernardocampos.pdf: 1898509 bytes, checksum: 0cb512d6d6094eb64728f0949c0369e1 (MD5) / Made available in DSpace on 2016-04-24T03:35:39Z (GMT). No. of bitstreams: 1 andrebernardocampos.pdf: 1898509 bytes, checksum: 0cb512d6d6094eb64728f0949c0369e1 (MD5) Previous issue date: 2013-02-15 / Esta pesquisa, de cunho qualitativo, tem como eixo central a Educação Financeira. Nosso estudo tem como objetivo investigar a produção de significados para os resíduos de enunciação de estudantes do Ensino Médio em relação às situaçõesproblemas financeiras apresentadas. Partindo de um projeto de extensão universitária, propomos situações-problemas e discussões sobre o tema, buscando provocar reflexões, bem como oferecer acesso a informações para a tomada de decisões de consumo. Para tal, fundamentamo-nos nas ideias da Educação Matemática Crítica de Ole Skovsmose e do Modelo dos Campos Semânticos de Romulo Campos Lins. Nossa pesquisa ainda revelou uma considerável necessidade de se implementar ações junto aos estudantes, de forma a contribuir para a formação de cidadãos financeira e criticamente educados. E, para que isso se concretize, apresentamos um Curso de Extensão de Educação Financeira como produto educacional. / This qualitative research has as central axis to Financial Education. Our study aims to investigate the production of meanings to waste the enunciation of high school students in relation to financial problem situations presented. Starting from a university extension project, we propose problem situations and discussions on the topic, seeking to provoke reflections, as well as provide access to information for making consumption decisions. To this end, we have considered the ideas of Critical Mathematics Education from Ole Skovsmose and of Model of Semantic Fields of Romulo Campos Lins. Our research has also revealed a considerable need to implement actions with students, to contribute to the formation of educated citizens financially and critically. Finally, we present an Extension Course of Financial Education as educational product.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-22T13:40:47Z No. of bitstreams: 1 luisfelipedasilveira.pdf: 2803275 bytes, checksum: 6de95019b75ce03041f34befa97576aa (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-22T15:43:14Z (GMT) No. of bitstreams: 1 luisfelipedasilveira.pdf: 2803275 bytes, checksum: 6de95019b75ce03041f34befa97576aa (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-22T15:43:22Z (GMT) No. of bitstreams: 1 luisfelipedasilveira.pdf: 2803275 bytes, checksum: 6de95019b75ce03041f34befa97576aa (MD5) / Made available in DSpace on 2016-07-22T15:43:22Z (GMT). No. of bitstreams: 1 luisfelipedasilveira.pdf: 2803275 bytes, checksum: 6de95019b75ce03041f34befa97576aa (MD5) Previous issue date: 2016-04-06 / Na presente pesquisa, analisamos aspectos tecnológicos e metodológicos da construção de um curso de Educação Financeira Escolar na metodologia MOOC – Massive Open Online Course, curso esse com o tema Inflação, com viés voltado à Educação Matemática. Para o desenvolvimento desta pesquisa, utilizamos recursos da pesquisa qualitativa e exploratória, e buscamos elucidar conceitos, históricos e características, objetivando a proposta de construção de um curso na metodologia citada, pautados em leituras e análises sobre o Design Instrucional e suas características. Foi considerado também o Design Gráfico ideal para oferecer um curso sobre Inflação de preços e propomos ainda a estrutura deste curso, com temas atuais e contextualizados com nossa realidade. O produto educacional, fruto desta pesquisa, é a proposta estrutural de um curso na modalidade MOOC sobre Inflação, utilizando o Design Instrucional Fechado, com a apresentação dos temas a serem trabalhados nesse MOOC piloto. Esse trabalho pertence à linha de pesquisa Tecnologia da Informação e Comunicação na Educação Matemática do programa de Mestrado Profissional em Educação Matemática da Universidade Federal de Juiz de Fora. / In this study, we analyze technological and methodological aspects of building a financial education course in methodology MOOC - Massive Open Online Course, this course with the inflation theme, with bias back to mathematics education. For the development of this research, we use the resources of qualitative and exploratory research, and seek to clarify concepts, and historical characteristics, aiming to build a course in the aforementioned methodology, guided readings and analysis on the Instructional Design and its features. It was also considered the ideal graphic design to offer a course on inflation prices, and also propose the structure of this course, with current and contextualized issues with our reality. The educational product, the result of this research is the structural proposal for a course in MOOC mode on inflation, using the Design Instructional closed with the presentation of the themes to be worked and a quiz at the end of this pilot MOOC. This work belongs to the line of research Information Technology and Communication in Mathematics Education of Professional Master's program in Mathematics Education at the Federal University of Juiz de Fora.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-07-21T18:26:47Z No. of bitstreams: 1 thaissenadelannaalbino.pdf: 1810352 bytes, checksum: 807e107a597babc72bf6c6eedb687ea6 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-09T13:24:27Z (GMT) No. of bitstreams: 1 thaissenadelannaalbino.pdf: 1810352 bytes, checksum: 807e107a597babc72bf6c6eedb687ea6 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-09T13:25:49Z (GMT) No. of bitstreams: 1 thaissenadelannaalbino.pdf: 1810352 bytes, checksum: 807e107a597babc72bf6c6eedb687ea6 (MD5) / Made available in DSpace on 2017-08-09T13:25:49Z (GMT). No. of bitstreams: 1 thaissenadelannaalbino.pdf: 1810352 bytes, checksum: 807e107a597babc72bf6c6eedb687ea6 (MD5) Previous issue date: 2017-04-26 / Este trabalho teve como objetivo investigar como acontece o ensino de Matemática, em especial a Educação Financeira, em uma escola Waldorf através de um estudo aprofundado da Pedagogia Waldorf e seus fundamentos e, também, da imersão da pesquisadora no contexto educacional. Sendo assim, ele trata de uma pesquisa qualitativa do tipo Estudo de Caso. Como referencial teórico, pautamo-nos, fundamentalmente, em Rudolf Steiner para compreender a Pedagogia Waldorf. A pesquisa contou com a realização de um trabalho de campo, em uma escola Waldorf do estado de Minas Gerais, que consistiu em observações participantes das aulas de Matemática de uma turma do 6º ano do Ensino Fundamental composta por 20 alunos. Além disso, os dados produzidos e registrados no caderno de campo foram complementados com análise documental, entrevista semiestruturada realizada com a professora e diálogos informais na escola. A análise dos dados revelou e confirmou que o ensino de Matemática, de acordo com a Pedagogia Waldorf, acontece levando em consideração alguns elementos, que são: a estruturação do ensino em épocas, a consideração da etapa evolutiva em que a criança se encontra, o ensino através das artes, vivência, ritmo e repetição, uso do cálculo mental e oral, a metodologia do “ensino em três fases”, flexibilidade para o professor adequar o ensino, inter, multi e transdisciplinaridade sempre que possível, o trabalho com os temperamentos, dentre outros. O ensino levando em consideração esses elementos faz com que as crianças desenvolvam o querer, o sentir e o pensar de forma equilibrada, que é um dos princípios da Pedagogia Waldorf. A Educação Financeira foi trabalhada dentro de uma das épocas de Matemática do 6º ano escolar, intitulada “Vida Econômica e Financeira”. O estudo é muito amplo em sua proposta e alcance, e não se reduz apenas à prática de cálculos e ao estudo das finanças pessoais e atitudes financeiras. Como fruto desta pesquisa e com a intenção de direcionar os professores, foi produzida uma sugestão pedagógica para a Educação Financeira no 6º ano do Ensino Fundamental. / This research is about a study of Waldorf Schools’ Financial Education method through an in-depth investigation and the author’s immersion. The paper presents a qualitative case study. We used Rudolf Steiner literature as a reference for Waldorf Education method. The research includes a fieldwork in a Waldorf School, located in Minas Gerais (Brazil), based on participative observation in Mathematics classes of a 6th grade Elementary School, composed by 20 students. Besides, collected and registered workbook data were assembled by bibliography study, teachers interview and informal chats in school. The data analysis revealed and confirmed that Math instruction, as state Waldorf Pedagogy, happens taking into consideration some elements, as such: Teaching structured in seasons, considering child evolutionary stage, education through arts, experience, rhythmic movements and repetition, mental and oral calculation, methodology “teaching in three steps”, inter, multi and transdisciplinarity as many as possible, dealing with different tempers, etc. A teaching considering those elements allows students to develop the thinking, feeling and willing in a balanced way. Financial Education subject was taught during a season in 6th grade, named “Financial and Economic Life”. It is very broad in its proposal and scope, not restraint only to calculation practices and to personal financial studies and attitudes. As a result of this research, a pedagogical suggestion grounded on Waldorf Education is presented for Financial Education within 6th grade Elementary School.

This thesis presents the concept of developing financial literacy education for pupils of low secondary schools and corresponding years of multi-annual grammar schools enshrined in the existing curriculum documents. Thesis seeks answers to the question of whether the teaching of financial literacy within the specified range has the sufficient support in civics textbooks and textbooks specialized on financial literacy, while exploring the opportunities for educating teachers, who, in majority, have not met with this theme during their university studies. In-depth interviews with second grade pupils in the period before the start of systematic financial education, whose analysis fills the sekond part of the thesis, should diagnose the level of understanding and structure of their own ideas on selected economic terms. Comparison of findings about the structure of pupils understanding of content and methods of work available teaching materials should help identify potential bottlenecks or suggest appropriate procedures to financial education program for pupils better adapt. Keywords: Financial literacy, financial education, low secondary school, textbooks, children's understanding.

This master thesis deals with the factors influencing the financial literacy of students in the Czech Republic. The main aim of the thesis was to find out whether specific factors have an impact on the financial literacy of these students. Among the factors surveyed were gender, highest parenting education and total household income. In this master thesis, quantitative research was used through a questionnaire survey aimed at exploring and evaluating the level of financial literacy of secondary school students. The hypothesis that were tested by statistical methods using the two-choice F-test and t-test were determined. Based on the results, the hypotheses were either accepted or rejected.

This diploma thesis focuses on the financial literacy of Vietnamese immigrants in the Czech Republic. The basis is the research made by the author of the diploma thesis. The main objective is to analyze the real situation of the financial comprehension by Vietnamese immigrants in the Czech Republic, and highlight their mistakes in the complex world of finance. This thesis also points out some problems and complications, which have resulted from lack information about financial products. It will also try to suggest a method of how to increase financial literacy of Vietnamese immigrants. The diploma thesis is composed in three chapters. The first one gives some information about Vietnamese immigrants in the Czech Republic. The second part presents the results from research, and the last chapter deals with a financial institution that wants to focus on Vietnamese clients in the Czech Republic.

The objective of this work is to survey the level of financial literacy among students of secondary schools and universities in the Russian Federation, and compare it with the survey from 2008. This diploma thesis is divided into two parts. The first part is theoretical and describes Russia's actions in improving the financial literacy of its citizens. It also very briefly describes the situation in the Czech Republic. The main channels for disseminating financial literacy in the Russian Federation and the activities of the World Bank are introduced (as well). The practical part analyzes the results of a survey from 2013, which are compared with a similar survey from 2008 by the National Agency for Financial Research. A better understanding of the problems is provided by graphs and tables.

Previous research has found that family socialization influences financial giving behaviors and that financial giving predicts personal wellbeing. However, little research since the early 1980s has explored this phenomenon, and virtually none of the research has been qualitative in nature. As part of the Whats and Hows of Family Financial $ocialization project, this study employs a diverse, multi-site, multigenerational sample (N = 115) to qualitatively explore the following research question: how do children learn about financial giving from their parents? In other words, how is financial giving transmitted across generations? From interviews of emerging adults and their parents and grandparents, three core themes emerged: "Charitable Donations," "Acts of Kindness," and "Investments in Family." Various topics, processes, methods, and meanings involved in this socialization are presented, along with implications and potential directions for future research.