Educação financeira no capitaloceno

Abstract

The Anthropocene is characterized by the incisive intervention of the human species on the planet, considered a period of rapid transformations driven by accelerated population growth and scientific and technological development. Human activity is likened to a powerful geological force capable of interfering with the Earth system. However, this study adopts the perspective of the Capitalocene by considering that the responsibility for such often irreversible transformations should not be attributed to every individual but to the prevailing economic system and those who benefit from it through the concentration of power and wealth. The ongoing recognition of this new geological epoch and the promotion of Financial Education shaped for the preservation and expansion of the capitalist system - under the guidance of the Organization for Economic Cooperation and Development (OECD) - serve as the historical context for this research. The study revolves around the lenses of Critical Mathematical Education (SKOVSMOSE, 2000, 2013, 2014, 2018), Mathematics Education for Social Justice (GUTSTEIN, 2007), and the Capitalocene (MALM, 2015). The research involves the analysis of the Argumentative Strategy Model, allowing discourse analysis to comprehend arguments, revealing hidden and implicit aspects in the sharing of ideas and their modifications, always considering and analyzing the context, beliefs, convictions, and reactions of participants (BOLITE-FRANT, CASTRO, 2011). The central question guiding this research is: In what way can Financial Education address the challenges faced by the most vulnerable population? To answer this question, the general objective of the thesis is to understand how Financial Education teaching can assist the working class in facing their everyday challenges, considering the experience of women in the Capitalocene. Presented in a multipaper format, this exploratory and qualitative study comprises four articles with distinct objectives and methodologies. The first two articles serve as literature reviews, while the others extend the research in the field. The first article delineates the sometimes-controversial uses and conceptions of mathematical knowledge in contemporary times. The second contributes to understanding how Financial Education is infiltrating different sectors of society through three evident avenues: market-oriented, mathematical, and sociopolitical. Subsequently, the third article seeks to trace the connections between Mathematics Education, Financial Education, and the Anthropocene, presenting the premises of the Capitalocene. The final article describes the field research conducted in the context of a Pricing Workshop for students in a Confectionery course located in the West Zone of Rio de Janeiro. The workshop involved thirteen students, including informal workers dependent on artisanal confectionery to earn and/or supplement family income. The research results can support teachers intending to implement Financial Education studies in Basic Education, contributing to the development of emancipatory, democratic, and just pedagogical practices.