نبذة مختصرة : This work presents an analysis of Financial Education (PE) present in the guiding documents of Secondary Education and its insertion in schools from the perspective of Mathematics teachers of the Secondary Education Centers (CEM) of Araguaína-TO. Thinking that School Financial Education (EFE) aims to invite the development of critical reflections on elements related to conscious consumption, desires versus needs, decision-making, media and advertising influences, as indicated by Pessoa, Muniz Jr. and Kistemann (2018), our purpose was to understand how PE concepts are being addressed with high school students (ME) in state schools in the municipality of Araguaína. For that, a bibliographic review and documental analysis about PE and how it is inserted in the official documents that guide the EM were carried out, and questionnaires were sent to the Mathematics teachers of the CEM. Through the analysis carried out, it was verified that there are indications in the documents regarding the insertion of PE in the classroom, especially in the state documentation and that its insertion is being carried out, but in an initial way. It was also pointed out that teachers lack a deeper knowledge to better work on this theme. ; Este trabalho apresenta uma análise sobre a Educação Financeira (EF) presente nos documentos norteadores do Ensino Médio e sua inserção nas escolas a partir da perspectiva de professores de Matemática dos Centros de Ensino Médio (CEM) de Araguaína-TO. Pensando que a Educação Financeira Escolar (EFE) objetiva realizar um convite ao desenvolvimento de reflexões críticas sobre elementos relacionados ao consumo consciente, desejos versus necessidade, tomada de decisão, influências da mídia e das propagandas, segundo indicam Pessoa, Muniz Jr. e Kistemann (2018), nosso propósito foi compreender como os conceitos da EF estão sendo abordados com os alunos do Ensino Médio (EM) nas escolas estaduais do município de Araguaína. Para tanto realizou-se uma revisão bibliográfica e análise documental acerca da EF e ...
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