The dominant approach to the study of economics at secondary school level in the Maldives is teacher-centred methods based on behaviourist views of teaching and learning. Despite considerable research on the benefits of cooperative learning in economic education at the post-secondary level, very limited research has been conducted in secondary school classrooms in order to find ways of improving teaching and learning of economics. The purpose of this study was to enhance the teaching and learning of economics at secondary schools in the Maldives by trialing a cooperative learning model to enhance economics teachers' awareness of the impact that cooperative learning might have on student learning. This study explored a cooperative learning approach to teaching and learning economics in secondary schools and investigated teachers' and students' perceptions of cooperative learning. Some elements of both ethnographic and grounded theory methodologies were employed and specific data collection methods included workshops, classroom observations, interviews, video tapes and student questionnaires. Nine teachers and 232 students were involved in this study. The research was conducted in three stages (pre-intervention, workshops to train the participants, and post-intervention) over a period of three months in three selected schools in Male', the Maldives. Four research themes were derived from the analysis of both pre and post intervention data. These themes were teaching issues, learning issues, cooperative learning implementing issues, and students' and teachers' reactions to cooperative learning. In the pre-intervention phase, the teachers taught in a traditional manner, but after the intervention they incorporated elements of cooperative learning method to teach economics in their selected classes. The overall findings showed a considerable change in teachers' and students' attitudes and perceptions about traditional teacher-centred methods towards more student-centred methods of cooperative learning. It was evident that both teachers and students perceived cooperative learning to be an effective method of teaching. For example, the findings revealed that both teachers and students understood and could see the benefits that cooperative learning offered to the teaching and learning of economics. The students indicated that they liked working in groups and appreciated getting help from other students. In addition, the results revealed that students' interactions and involvement in classroom activities, as well as interest and motivation to learn economics, increased during the implementation of the cooperative learning model. Furthermore, this study found a mismatch between home and the traditional teacher-centred school culture in the Maldives. In contrast, the findings suggest that the principles of cooperative learning match well with the cultural values of Maldivian society. Consequently, a revised model of cooperative learning is presented that includes the aspects of culture. Jordan (1985) argued that educational practices must match with the children's culture (p. 110) and thus culturally responsive teaching can help to minimise confusion and promote an academic community of learners that enables students to be more successful learners (Gay, 2000). This study suggests that training teachers and students for cooperative learning is salient for effective implementation of cooperative learning for a positive influence on students' learning and teachers' pedagogy. However, further research should be conducted to examine other aspects of teaching and learning which may also enhance this relationship.

Pedagogas suteikdamas mokiniams ekonomines žinias vaidina svarbų vaidmenį. Jis turi tinkamai organizuoti ugdymo procesą, vadovaudamasis turimomis kompetencijomis. Taip pat ugdymo proceso organizavimas priklauso nuo mokytojo profesinio pasirengimo bei kvalifikacijos. Mokytojų profesinės kompetencijos išlieka svarbiausios, norint tinkamai pasirengti ekonomikos pamokai. Mokytojai nuolat plėtoja ir tobulina savo profesines kompetencijas. Švietimo ir mokslo ministerija buvo atlikusi tyrimą apie pedagogų pasirengimą mokyti ekonomikos. Bet nebuvo ištirta, kokia pedagogų nuomonė apie savo profesines kompetencijas organizuoti ekonomikos pamokas ir apie savo pasirengimą mokyti ekonomikos. / The topic of this Bachelor‘s Thesis is “TEACHERS’ OPINION ABOUT THEIR PROFESSIONAL COMPETENCES TO TEACH ECONOMICS LESSONS IN 9th–10th CLASSES”. The role of an educator providing economic knowledge to pupils is very important. He or she has to organize education process appropriately, relying on his or her competences. Moreover, the organization of education process depends on teacher‘s professional training and qualification. Teachers’ professional competences remain the most significant element in planning economics lessons. Teachers constantly develop and improve their professional competences. The Ministry of Education and Science conducted a research on educators’ preparation to teach economics. However, the research has not established what was educators’ opinion about their professional competences to organize economics lessons and their preparation to teach economics.

Finansiell förmåga är kunskap om finansiella koncept och produkter, samt förmågan att kunna applicera den i verkligheten. Många studier, såväl nationella som internationella, har visat att flertalet individer har bristande kunskaper inom området. Problemet som uppstår är den direkta påverkan det har på ekonomiskt och finansiellt beslutsfattande. I studien undersöks om ekonomiutbildning på universitetsnivå ökar den finansiella förmågan och därmed bidrar till mer välgrundade ekonomiska beslut. Vidare studeras även räknefärdighet och dess koppling till utbildning och finansiell förmåga då tidigare forskning behandlat dessa faktorer tillsammans. Med hjälp av en enkätundersökning som delats ut till ekonomistudenter på Karlstads universitet har detta studerats. Respondenterna delades upp i två grupper i syfte om att kartlägga utbildningens betydelse. Studenter som precis påbörjat sin ekonomiutbildning och studenters som befann sig i slutet av utbildningen. Resultatet visade att individer som studerat ekonomi har en bättre finansiell förmåga. Ekonomiutbildning hade även en positiv effekt på räknefärdighet, deltagande på aktiemarknaden samt långsiktigt sparande. / Financial literacy is knowledge of financial concepts and products, as well as the ability to apply it in real life. Several studies have shown that most individuals have insufficient knowledge in the field. The problem that arises is the direct impact this has on financial decision-making. The study examines whether economic education increases financial literacy and thus contributes too more informed financial decisions. Furthermore, it studies numeracy and its relationship to education and financial literacy as previous research addressed these factors together. To explore this, a questionnaire was distributed to economic students at Karlstad University. The respondents were divided into two groups in order to identify the role of education. Students who just have started their economic education and individuals who have studied economics for at least three years. The results show that a student who has study economics has better financial literacy. Education in economic also had a positive effect on numeracy, participation in the stock market and long-term savings.

Orientador: Orly Zucatto Mantovani de Assis / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-12T22:32:55Z (GMT). No. of bitstreams: 1 Silva_SoniaBessadaCostaNicacio_D.pdf: 2073578 bytes, checksum: 2cc5a24a1c94783941233eb2307901bb (MD5) Previous issue date: 2008 / Resumo: A presente investigação de caráter qualitativo e quantitativo cujo modelo teórico é a psicologia genética trata de dois estudos. O primeiro é um estudo descritivo correlacional cujos objetivos são caracterizar as diferenças entre nível de compreensão e alfabetização econômica dos estudantes de primeiro, terceiro e sextos semestres do curso de pedagogia, atitudes em direção ao endividamento e hábitos e condutas de consumo. O segundo estudo de natureza quase experimental teve como objetivo verificar a eficácia de um programa de intervenção em Educação Econômica com estudantes formandos do curso de pedagogia. A amostra do primeiro estudo foi constituída de 167 estudantes do Curso de Pedagogia sendo 44 do primeiro semestre, 76 do terceiro semestre e 47 do sexto semestre. o segundo estudo foi uma amostra de conveniência com 47 estudantes do sexto semestre. Todos os estudantes são de nível sócio econômico baixo, composto de 9 homens e 158 mulheres. No primeiro estudo os sujeitos foram submetidos a um pré-teste com três instrumentos: TAE-A Teste de Alfabetização Econômica, Escala de Hábitos e Condutas de Consumo e Escala de Atitudes Diante do Endividamento. No segundo estudo foi realizado um programa de intervenção pedagógica e um pós teste com TAE-A, Escala de Hábitos e Condutas de Consumo e Escala de atitudes Diante do Endividamento com 47 estudantes do sexto semestre, que permitiu comparar, antes e depois do projeto de intervenção, os níveis de alfabetização econômica, as atitudes em direção ao endividamento e os hábitos de consumo. Quanto à análise dos dados do primeiro estudo verificou-se que os índices de erros e acertos em todos os grupos apresentaram semelhanças entre si. Os estudantes mais graduados não apresentaram melhores índices de compreensão econômica, melhores condutas de consumo ou atitudes frente ao endividamento, não foram encontradas diferenças significativas entre os grupos estudados. O consumo nos três grupos não é reflexivo, eles têm pouco conhecimento quanto aos direitos e deveres dos consumidores, somente 27% faz planejamento de compras, 76% não lê a etiqueta dos produtos, mais de 50% compra no mercado ambulante, não se certifica da garantia dos produtos, não tira todas as dúvidas com o vendedor, não examina detalhadamente todos os produtos que compra. Mais de 40% dos sujeitos acreditam que gastam mais do que ganham e compram no crédito, mas somente a metade deles pergunta pelas taxas de juros. No segundo estudo foi encontrado diferenças significativas em 60.83% das questões dos três instrumentos após a intervenção. A intervenção pedagógica mostrou-se eficaz quanto a compreensão dos fenômenos econômicos dos estudantes da amostra. Enquanto no pré-teste não houve nenhuma diferença significativa, no pós-teste em todos os temas os estudantes mostraram melhor compreensão. Os dados mostraram que o programa de intervenção pedagógica, foi capaz de provocar significativa mudança no nível de alfabetização econômica dos estudantes, nos hábitos e condutas de consumo e nas atitudes diante do endividamento, bem como provocar um processo de tomada de consciência quanto aos conhecimentos econômicos implícitos no dia a dia. Atitudes mais austeras puderam ser verificadas quanto à seleção e qualidade dos produtos e importância da compra. / Abstract: The investigation of qualitative and quantitative character whose theoretical model is the genetic psychology comes from two studies. The first is a descriptive correlational study whose objectives are to characterize the differences between level of economic literacy and understanding of students of first, third and sixth semesters of the course of teaching, attitudes toward debt and consumption habits and behaviors. The second type of quasi experimental study aimed to verify the effectiveness of na intervention program in Economic Education students with students of the course pedagogy. A sample of the first study was composed of 167 students in the Course of Pedagogy and 44 of the first half, 76 and 47 of the third semester of the sixth semester. The second study was a convenience sample with 47 students in the sixth semester. All students are from low socio economic, composed of 9 men and 158 women. In the first study subjects were submitted to a pre-test with three instruments: TAE-A Test of Economic Literacy, Scale habits and Consumer Behavior and Attitudes Scale With the debt. In the second study was conducted a program of educational intervention and a post test with TAE-A, Scale Behavior of Consumption and Habits and attitudes Given the scale of debt with 47 students in the sixth semester, which allowed to compare before and after the project intervention, levels of economic literacy, attitudes toward debt and consumption habits. The analysis of data from the first study found that the rates of errors and correct in all groups showed similarities between them. The senior students did not show better rates of economic understanding, better behavior of consumption or attitudes towards debt, there were no significant differences between groups. The consumption in the three groups is not reflexive, they have little knowledge about the rights and duties of consumers, only 27% planning to make purchases, 76% do not read the label of products, purchasing over 50% mobile market, not certify the guarantee of products, not take any questions with the seller, not thoroughly examine all the products you buy. Over 40% of the subjects believe they spend more than they earn and buy on credit, but only half of them ask for interest rates. In the second study found significant differences in 60.83% of the questions of the three instruments after the intervention. The educational intervention was effective as the understanding of economic phenomena in the sample of students. While the pre-test there was no significant difference in post-test in all subjects, students showed better understanding. The data showed that the program of educational intervention, was able to cause significant change in the level of economic literacy of students in the habits and behavior of consumption and attitudes in the face of debt and lead a process of awareness of knowledge about the economic involved in day to day. More austere attitudes could be verified on the selection and product quality and importance of purchase. / Doutorado / Ensino e Práticas Culturais / Doutor em Educação

Orientador : Orly Zucatto Mantovani de Assis / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-14T08:43:04Z (GMT). No. of bitstreams: 1 Cantelli_ValeriaCristinaBorsato_D.pdf: 3363222 bytes, checksum: 73daa0a00072efdf6972d0833f567227 (MD5) Previous issue date: 2009 / Resumo: A presente investigação inserida na área do Conhecimento Social, no campo da Educação Econômica, caracteriza-se como uma pesquisa básica, seguindo um modelo exploratório e descritivo. Tem por objetivo conhecer os procedimentos utilizados por pais e mães de diferentes estruturas familiares (monoparental, biparental e recomposta) e níveis socioeconômicos para a educação econômica de seus filhos. A coleta de dados teve como base um questionário estruturado, criado exclusivamente para este estudo. Dada a natureza qualitativa-quantitativa da investigação, foram realizadas análises de conteúdo, exploratória e confirmatória para a comparação entre as variáveis (teste Qui- Quadrado, Kruskall-Wallis e Mann-Whitney). Os dados obtidos indicaram que o comportamento econômico das famílias, bem como os procedimentos utilizados para a educação econômica dos filhos são intuitivos e não planejados, envidenciando a falta de informação dos pais sobre o processo de construção das noções sociais relacionadas à compreensão dos eventos econômicos. As famílias acreditam que a educação econômica deva fazer parte da formação das crianças, embora não realizem nenhum esforço sistemático para fomentar hábitos e condutas adequadas para o consumo. Na análise geral do processo de socialização econômica descrito por essa amostra, a variável estrutura familiar não representou significância estatística, sendo que o nível socioeconômico apareceu como um fator de diferenciação entre os grupos na maior parte dos aspectos investigados. Observou-se que os participantes tendem a transmitir os conhecimentos e valores trazidos de suas famílias de origem, evidenciando a influência do meio no processo de socialização econômica. A análise dos resultados à luz da teoria piagetiana e das contribuições da Educação e da Psicologia Econômica legitimam a necessidade de novas propostas educativas sistemáticas que resultem em verdadeira alfabetização econômica tanto para os filhos quanto para os pais. / Abstract: The present inserted inquiry in the area of the Social Knowledge, in the field of the Economic Education, is characterized as a basic research, following a exploratório and descriptive model. It has for objective to know the procedures used for parents and mothers of different familiar structures (monoparental, biparental and recomposta) and levels socioeconômicos for the economic education of its children. The collection of data had as base a structuralized questionnaire, created exclusively for this study. Given the qualitative-quantitative nature of the inquiry, analyses of content, confirmatory exploratória and for the comparison between the 0 variable had been carried through (test Qui-Square, Kruskall-Wallis and Mann-Whitney). The gotten data had indicated that the economic behavior of the families, as well as the procedures used for the economic education of the children intuitivos and are not planned, envidenciando the lack of information of the parents on the process of construction of the related social slight knowledge to the understanding of the economic events. The families believe that the economic education must be part of the formation of the children, even so do not carry through no systematic effort to foment habits and behaviors adjusted for the consumption. In the general analysis of the described process of economic socialization for this sample, the changeable familiar structure did not represent significance statistics, being that the socioeconômico level appeared as a differentiation factor for the most part enters the groups of the investigated aspects. The influence of the way in the process of economic socialization was observed that the participants tend to transmit the knowledge and values brought of its families of origin, evidencing. The analysis of the results to the light of the piagetiana theory and the contributions of the Education and Economic Psychology legitimizes the necessity of new systematic educative proposals that result in such a way in true economic alfabetização for the children how much for the parents. / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação

Prior researchers (Anderson et al. 1994; Ballard & Johnson 2004; Hoag & Benedict 2010) have shown that different math abilities do not equally correlate with success in economics, yet no research has specifically compared algebra and geometry skills as predictors of economics success. In the first essay, I find that students’ standardized geometry scores are a much greater predictor of success in economics than standardized algebra test scores. The study uses a rich data set that includes all Georgia public high school students who took a mandatory economics course in 2006, 2007, or 2008. Results from this study provide supporting evidence that utilizing a generic math proxy is probably unwise for researchers modeling economics success. These findings can also be used to strengthen recruitment efforts since geometry scores seem to be a strong predictor of economics aptitude. Although causality cannot be inferred from my findings, it is plausible that a mandatory geometry course prior to economics would improve student outcomes in economics. In the second essay, I analyze the relationship between economics education and macroeconomic policy attitudes of the general public following the financial crisis of 2008. Using survey data of all 50 states, I find that economics literacy is correlated with preferences for three of the six policies preferences studied. Specifically, economics literacy is positively correlated with support for decreased taxes and a smaller government, and negatively correlated with supporting a ceiling on CEO salaries. Additionally, the completion of college and high school economics is positively associated with supporting a decreased role of government. While prior researchers (Roos 2007; Walstad 1997) found that economics literacy can influence policy preferences, there have been no prior studies, to my knowledge, that analyzed the effects of economics knowledge and economics course-taking on policy preferences within the same dataset. My results show that economics literacy and course-taking exert independent effects on macroeconomic preferences for some policies. Thus, any researcher predicting economic preferences should consider controlling for these economics literacy and economics course-taking variables. Furthermore, my findings suggest that the advancing prevalence of economics education could lead to a shift in public preferences.

This study aims to examine economic education in Nordic upper secondary education within the subject of social studies. Specifically, the study investigates how the concept of financial literacy is included or excluded in the curriculum for basic courses in social studies through a idea analysis. The study then compares this comparatively to identify similarities and differences in the countries' economic education. In this context, the study also explores the epistemological relation to financial literacy in the curricula to discern the goals of economic education. The results reveal variations in the extent to which the concept of financial literacy is incorporated, with Finland clearly integrating it most prominently into its curriculum. Additionally, the findings indicate that Denmark places greater emphasis on socio-economic phenomena, while this aspect is less prominent in Norway, with a greater focus on personal finance. Sweden presents a mixture, including most aspects but not to the same extent as Norway. Regarding the epistemological perspective, there is a variation between the traditional and instrumental perspectives in the material. It is noted that the instrumental perspective receives greater emphasis overall, particularly concerning aspects related to personal finance awareness and attitudes toward economics.

We have developed a computerized version of Charles Holt’s classical market game that can be used even in classes with a large audience. The Pit market game gives students intuitive access to the interaction of supply and demand in real-world markets. Even though trade can take place at non-uniform prices in the classroom game, the average price and the quantity traded are usually very close to the equilibrium values predicted by supply and demand curves. The classroom game can also be used for a lively discussion about the efficiency of markets or to show the consequences of taxes and regulatory interventions.

Submitted by Milena Rubi (milenarubi@ufscar.br) on 2017-02-14T13:01:10Z No. of bitstreams: 1 PIRES_Claudia_2016.pdf: 60685835 bytes, checksum: 936c1c7bd809451be113769991156677 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-02-14T13:01:38Z (GMT) No. of bitstreams: 1 PIRES_Claudia_2016.pdf: 60685835 bytes, checksum: 936c1c7bd809451be113769991156677 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-02-14T13:01:48Z (GMT) No. of bitstreams: 1 PIRES_Claudia_2016.pdf: 60685835 bytes, checksum: 936c1c7bd809451be113769991156677 (MD5) / Made available in DSpace on 2017-02-14T13:02:00Z (GMT). No. of bitstreams: 1 PIRES_Claudia_2016.pdf: 60685835 bytes, checksum: 936c1c7bd809451be113769991156677 (MD5) Previous issue date: 2016-02-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This work has as objective the analysis of the theoretical debates about the possibility the Solidarity Economy been an alternative proposal to capitalism or only an alternative proposal inside the capitalist way of production. We have done this work through theoretical research in a qualitative methodology and the bibliographic review was conduct around the follow main themes: Taylorism/Fordism, mode of regulation Fordism/Keysianism, the exhaustion of Fordism/Keysianism, Toyotism, Neoliberalism, Fordism in Brazil, the cooperative organization in the 19th century, the cooperative organization in Brazil, the reappearance of the Solidarity Economy, the Solidarity Economy in Brazil, the Solidarity Economy theorists: defenders and critics of Solidarity Economy and Education/Culture. In this project, understanding the project on Solidarity Economy will be placed in the context of crisis and restructuring of capitalism and neoliberal policies, which are inadequate to demonstrate resolution of certain socioeconomic issues. This process, from the 1990s, in Brazil and abroad, and which consequences are now promoting the (re)emergence of a phenomenon that has been called the Solidarity Economy as an alternative form of organization of the production process and social organization of production, opening the doors to practices which in logic intend to be different to the Capital. From the 2000s, particularly in Brazil, the solidarity economy also affects the field of public policy. In this regard, a discussion in the theoretical field of Solidarity Economy and Cooperatives and Solidarity Economy and Capitalist System in order to increase understanding and implementation of strategies focusing on a delimitation of its boundaries, possibilities and the challenges of solidarity economy inside capitalism. It was also done an approach about the intrinsic relationship between Solidarity Economy and Education / Culture, since is needed a solidarity and cooperative education within the Solidarity Economy. / Este trabalho tem por objetivo analisar o debate teórico sobre a possibilidade de a Economia Solidária ser uma proposta alternativa ao capitalismo ou ser apenas mais uma proposta no seio do modo de produção capitalista. Realizamos este trabalho por meio de uma pesquisa teórica de caráter qualitativo, cuja revisão bibliográfica versou sobre as seguintes temáticas correlatas ao problema central da pesquisa: Taylorismo/fordismo, Modo de regulação Fordista/keynesianista, Esgotamento do Fordismo/keynesianismo, Toytotismo, Neoliberalismo, Fordismo no Brasil, Cooperativismo no século XIX, Cooperativismo no Brasil, (Re)surgimento da Economia Solidária, Economia Solidária no Brasil, Teóricos da Economia Solidária: defensores e críticos e Economia Solidária e Educação/Cultura. Para compreender tal projeto a Economia Solidária será situada em contexto de crise e reestruturação do capitalismo e de políticas neoliberais, as quais se demonstram inadequadas à resolução de certas questões socioeconômicas, sobretudo, a partir da década de 1990, no Brasil e no mundo, e cujas consequências passam a fomentar o (re)surgimento de um fenômeno que se convencionou chamar de Economia Solidária, como forma alternativa de organização do processo produtivo e de organização social da produção, sendo assim são abertas as portas para as práticas cuja lógica apresenta a pretensão de ser diferente à do capital. A partir dos anos 2000, sobretudo no Brasil, a Economia Solidária atinge também o campo das políticas públicas. Neste sentido, foi realizada uma discussão no campo teórico sobre Economia Solidária e Cooperativismo e Economia Solidária e Sistema Capitalista para melhor compreensão do fenômeno e realização de um delineamento sobre os limites, as possibilidades e os desafios da Economia Solidária no seio do capitalismo. Como também foi realizada uma abordagem acerca da relação intrínseca existente entre Economia Solidária e Educação/Cultura, uma vez que há necessidade de uma educação à solidariedade e ao cooperativismo no âmbito da Economia Solidária.

Orientador: Orly Zucatto Mantovani de Assis / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T09:14:53Z (GMT). No. of bitstreams: 1 Fermiano_MariaAparecidaBelintane_D.pdf: 7600732 bytes, checksum: 84cec1e247d3494f68c77242375948bf (MD5) Previous issue date: 2010 / Resumo: Desde a II Guerra Mundial, os pré-adolescentes passam a ocupar uma nova posição na família e, com o fenômeno da globalização, essa tendência se intensifica. A globalização modifica as relações humanas e novas necessidades são mediadas por simbolismos que provocam desejos e consumo, manipulados pelas estratégias de marketing. Os novos símbolos criados passam a ser constituidores da identidade dos pré-adolescentes ou "tweens", que se encontram vulneráveis, uma vez que não possuem estratégias de resistência às solicitações tão intensas como as do marketing. Este os considera como um segmento que representa mercados promissores e influencia-os grandemente. Por isso, esta pesquisa investigou uma amostra de 423 participantes, de 8 a 14 anos, estudantes entre a 3ª e 7ª séries do ensino fundamental de escolas pública e particular, de cidades da Região Metropolitana de Campinas. Teve por objetivo coletar dados para descrever as atitudes, os hábitos, o comportamento econômico dos pré-adolescentes; os fatores que os levam a ser grandes pequenos consumidores; o poder de persuasão que possuem; as influências que recebem da família, da escola, dos amigos, dos meios de comunicação, da propaganda e do marketing. O método de pesquisa é um "survey", com caracterização sociodemográfica. Aplicou-se um questionário com 93 perguntas abertas, fechadas e de múltipla escolha. Os resultados quantitativos da pesquisa foram submetidos à análise exploratória dos dados em relação à sua frequência e porcentagem e as variáveis categóricas foram comparadas através de teste Qui-Quadrado, o que forneceu suporte aos pressupostos da pesquisa, os quais são: a possível homogeneização de comportamentos dos "tweens"; a necessidade de construção de novas alfabetizações, estratégias e conhecimentos; uma educação econômica, com fundamentação na Psicologia Genética e Psicologia Econômica. Os resultados qualitativos foram analisados pelos conteúdos de todas as perguntas, originando-se os eixos "Identidade e relações interpessoais", "Cotidiano econômico", "Mídia". Os resultados sugerem que é urgente reverter o cenário atual, pois o ritmo biológico e psicológico é desrespeitado, não havendo tempo para assimilação e acomodação no sentido mais piagetiano do termo, assim, os padrões de comportamento necessitam de ressignificações. Como contribuição, delineia-se para a Educação Econômica um currículo, uma proposta pedagógica de intervenção e um programa de formação para professores, para auxiliar professores e alunos em tomadas de decisão e em estratégias de ação, favorecendo uma socialização econômica e do consumidor mais racional e consciente. O marco teórico apresenta a Psicologia Econômica, que estuda as manifestações da racionalidade humana na economia. Também apresenta sua história, bases e teóricos mais eminentes. Assim como elege a Epistemologia Genética e a "Lógica das significações" como o fio condutor na compreensão dos comportamentos estudados. A teoria piagetiana embasa o desenvolvimento do ser humano em seus aspectos indissociáveis: físico, intelectual, emocional, afetivo, moral e social, para a construção da autonomia, da solidariedade e da ética em direção à equidade social. A interdisciplinaridade destas teorias podem e devem ser vistas como colaboradoras na compreensão da economia cotidiana e para atuação eficiente nela, utilizando estratégias para adaptação ao meio e para o estabelecimento de relações conscientes e equilibradas. / Abstract: Since II Word War, a new status in the family is given to pre-adolescents and this bias grows notably because of globalization, wich modifies the human relationships and new wants are mediated by symbolisms provoking desires and consumption manipulated by marketing strategies. These new created symbols begin to compose the pre-adolescents or tweens' identity. They are a segment that represents promising markets, that is the marketing point of view. Marketing influences them greatly, and they are vulnerable, because they have no strategies to resist to the intense requests that marketing imputes. So, this research investigated a sample of 423 participants, from 8 to 14 years old, students from the third to the seventh grades of high school, from public and private schools, from some towns belonging to Campinas Metropolitan Region. The research aims were to collect dates to describe the tweens' attitudes, habits and economic behavior; the factors that make them big little consumers; the little naggers they are; the persuasive power they have; the influences they receive from family, school, friends, midia, advertising and marketing. The research method is a survey, with a demographic characterization it was applied a questionnaire, with 93 open, closed and multiple choice questions. The research quantitative results were yielded to the exploratory date analysis related to their frequency and percent. The categorical variables were compared through chi-square test, what provided support to the research presuppositions, which are: the tweens' possible behavior homogeneity; the necessity of new literacies, strategies and knowledge construction; an Economic Education with Genetic Psychology and Economic Psychology foundation. The qualitative results were presented by the subject analysis from all the questions, deriving the axis "Identity and interpersonal relations", "Economic daily", "Midia". The results suggest that is urgent to revert the present-day scenary, as the biological and psychological rhythm is disregarded, because there is no time to assimilation and accommodation in the more piagetian sense of the word. So, the behavior patterns need re-signification. As a contribution, this research outlines a curriculum, an intervention pedagogical project and a teacher training program for an Economic Education that helps teachers and students' decision making and action strategies, sustaining an economic socialization and a consumer socialization more rational and conscious. The theoretical framework presents Economic Psychology, that studies the human rationality manifestations in Economy. It also presents its history, basis and the most important researchers. As well as it elects Genetic Epistemology and "Logic of Meanings", as the conductor wire in the studied behavior comprehension. Piagetian theory is the foundation for human being's evolution in their undissociated aspects: physical, mental, emotional, affective, moral and social, for the authonomy, solidarity and ethics construction toward social equity. These interdisciplinary theories can and must be seen as cooperators, in the daily economy comprehension and the efficient actuation in it, using strategies to the environment adaptation and to the establishment of conscious and equilibrated relations. / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação