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Atualmente verifica-se uma crescente preocupação associada ao nível de Literacia Financeira dos cidadãos e cidadãs e, apesar da existência de diversas iniciativas e projetos na área da Educação Financeira, ainda é necessário percorrer um longo caminho. A escolha deste tema segue essa mesma linha de pensamento, pois é fundamental que a formação financeira aconteça desde cedo, enquanto crianças, e ao longo de toda a vida, para formar pessoas capazes de tomar decisões financeiras mais informadas, conscientes e responsáveis. O presente trabalho de investigação, desenvolvido para a obtenção do grau de Mestre em Educação Social – Educação e Intervenção ao Longo da Vida (MES-EILV) intitula-se Contributo(s) do Educador Social para o desenvolvimento da Literacia Financeira de crianças: Estudo de Caso no 1.º ciclo do Ensino Básico e partiu da seguinte questão- problema: Como pode o educador social desempenhar um papel promotor do desenvolvimento da Literacia Financeira com crianças? Para lhe darmos resposta(s) definimos os seguintes objetivos: (i) Perceber a importância da educação financeira em idades precoces e as implicações que a (i)literacia financeira pode ter nas aprendizagens das crianças; (ii) Desenvolver um jogo educativo que aborde questões relacionadas com a educação financeira; (iii) Analisar a eficácia do jogo como recurso pedagógico eficiente para a construção do conhecimento relacionado com a literacia financeira; (iv) Identificar o papel do educador social e analisar de que forma as suas funções podem ser adaptadas para a promoção da literacia financeira nas escolas; e (v) Inferir propostas de melhorias e possíveis recomendações para futuras intervenções. Assim sendo, o estudo teve como participantes 5 professores e 5 turmas dos 3.º e 4.º anos do 1.º Ciclo do Ensino Básico e situa- se no paradigma interpretativo, mais especificamente, na realização de um estudo de caso com recurso a várias técnicas e instrumentos de recolha de dados (entrevista, guião de entrevista, observação participante, notas de campo) e análise de conteúdo para o tratamento dos dados através da criação de categorias e subcategorias. Os resultados apresentam-se encorajadores pois, os professores consideram a Educação Financeira um tema importante a ser explorado com crianças e o recurso pedagógico desenvolvido mostrou que, de facto, o jogo é um método eficaz para o desenvolvimento de conhecimentos financeiros por parte das crianças, verificando-se que o educador social é um profissional crucial para a dinamização de intervenções no âmbito financeiro.
Currently, there is a growing concern regarding the level of Financial Literacy among citizens, and despite the existence of various initiatives and projects in the field of Financial Education, there is still a long way to go. The choice of this topic follows this line of thought, as it is crucial for financial education to begin early, during childhood, and continue throughout life, in order to develop individuals capable of making more informed, conscious, and responsible financial decisions. This research work, developed to obtain a Master's degree in Social Education – Education and Intervention Throughout Life (MES-EILV), is entitled The Contribution(s) of the Social Educator to the Development of Financial Literacy in Children: A Case Study in the 1st Cycle of Basic Education and started with the following research question: How can the social educator play a promoting role in the development of Financial Literacy among children? To address this, we defined the following objectives: (i) Understand the importance of financial education at early ages and the implications that financial (il)literacy can have on children's learning; (ii) Develop an educational game that addresses issues related to financial education; (iii) Analyze the effectiveness of the game as an efficient pedagogical resource for building knowledge related to financial literacy; (iv) Identify the role of the social educator and analyze how their functions can be adapted to promote financial literacy in schools; and (v) Infer proposals for improvements and possible recommendations for future interventions. Therefore, the study involved 5 teachers and 5 classes from the 3rd and 4th years of the 1st Cycle of Basic Education and is situated within the interpretative paradigm, specifically, conducting a case study using various data collection techniques and instruments (interview, interview guide, participant observation, field notes) and content analysis for data processing through the creation of categories and subcategories. The results are encouraging as the teachers consider Financial Education an important topic to explore with children, and the developed pedagogical resource demonstrated that, indeed, the game is an effective method for the development of children's financial knowledge, confirming that the social educator is a crucial professional for driving financial interventions.
Currently, there is a growing concern regarding the level of Financial Literacy among citizens, and despite the existence of various initiatives and projects in the field of Financial Education, there is still a long way to go. The choice of this topic follows this line of thought, as it is crucial for financial education to begin early, during childhood, and continue throughout life, in order to develop individuals capable of making more informed, conscious, and responsible financial decisions. This research work, developed to obtain a Master's degree in Social Education – Education and Intervention Throughout Life (MES-EILV), is entitled The Contribution(s) of the Social Educator to the Development of Financial Literacy in Children: A Case Study in the 1st Cycle of Basic Education and started with the following research question: How can the social educator play a promoting role in the development of Financial Literacy among children? To address this, we defined the following objectives: (i) Understand the importance of financial education at early ages and the implications that financial (il)literacy can have on children's learning; (ii) Develop an educational game that addresses issues related to financial education; (iii) Analyze the effectiveness of the game as an efficient pedagogical resource for building knowledge related to financial literacy; (iv) Identify the role of the social educator and analyze how their functions can be adapted to promote financial literacy in schools; and (v) Infer proposals for improvements and possible recommendations for future interventions. Therefore, the study involved 5 teachers and 5 classes from the 3rd and 4th years of the 1st Cycle of Basic Education and is situated within the interpretative paradigm, specifically, conducting a case study using various data collection techniques and instruments (interview, interview guide, participant observation, field notes) and content analysis for data processing through the creation of categories and subcategories. The results are encouraging as the teachers consider Financial Education an important topic to explore with children, and the developed pedagogical resource demonstrated that, indeed, the game is an effective method for the development of children's financial knowledge, confirming that the social educator is a crucial professional for driving financial interventions.
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Keywords
Literacia financeira Educação financeira Jogo escape room Educação Social