INTERFACES BETWEEN FINANCIAL EDUCATION AND CRITICAL MATHEMATICS EDUCATION, IN THE SPECTRUM OF THE SEMANTIC FIELDS MODEL: ANALYSIS OF INVESTMENT IN A RESIDENTIAL PHOTOVOLTAIC PLANT

Abstract

This article is the result of a research project that aims to analyze contributions of a proposal for teaching School Financial Education, based on Critical Mathematics Education, in the spectrum of the Semantic Fields Model, in teaching and learning processes in the training of mathematics educators. The epistemological foundation adopted seeks to understand what the participants think when they produce meanings in directions other than those expected by the teacher. From this perspective, we chose to make readings of processes of production of meanings, as a central aspect of learning. The proposed practice aims to foster a discussion about this framework, in the expectation of leveraging studies that use it as well as promoting reflections on teaching practice, in view of processes of production of meanings that are usually triggered in classrooms. The research is qualitative and descriptive, approaching a case study. The purpose of this practice, aimed at the possibility of implementing a residential photovoltaic system, as a generating theme, was to subsidize the participants in the feasibility analysis of implementing this system. Electricity bills of a residence were analyzed to verify the feasibility of implementing or not a residential photovoltaic plant, connected to the electricity grid, aiming at reducing electricity bills, through the compensation system. For the sake of space, for this article, we brought an analyzed case. To achieve the objective, we used the guiding principles of Investigative Educational Practices as an investigation strategy, observing knowledge produced from the graphic analysis involving consumption, cost and time.