Alfabetização financeira na escola: para além da ótica neoliberal

Abstract

Education aims to fully develop the student and prepare them for the exercise of citizenship. However, there is a predilection for partial development with regard to financial education. This research aims to analyze the discourse on financial literacy in schools as a proposal for overcoming excessive social debt. To achieve this purpose, a methodology was adopted for the development of this work that used exploratory research, with the nature of applied research and technical procedure in bibliographic and documentary research, with predominantly qualitative data processing. In the course of the theoretical assumptions, it is observed that in addition to the neoliberal discourse of lack of individual financial knowledge, a component of social inequality by classes is seen and that the school can be an institution for maintaining or changing dominant ideologies of capital. In conclusion, we came to the position that critical and emancipatory financial literacy is necessary in schools to replace technical and alienated education, almost always restricted to the accumulation of money. Ultimately, we seek financial education that encompasses the integral human formation of subjects to achieve the construction of a more equitable, stable and environmentally conscious society.