FINANCIAL EDUCATION AMONG STUDENTS OF TECHNICAL HIGH SCHOOL COURSES IN THE PUBLIC SCHOOL SYSTEM OF THE STATE OF RIO DE JANEIRO

Abstract

This study investigates the contribution of financial mathematics education to the development of financial literacy practices among students in technical high school courses in administration and health management, available at a state public school in Rio de Janeiro. The research is based on the National Common Curricular Base (BNCC), published in 2018, which established financial education as a cross-curricular theme in the Brazilian basic education curriculum and highlights the importance of developing essential competencies such as financial planning, conscious consumption, and responsible resource management. The methodology adopted was quantitative and qualitative, with the application of semi-structured questionnaires to students in the 2nd and 3rd years of integrated technical high school courses in administration and health management. The results reveal that students recognize the importance of financial mathematics in daily life, especially in concepts such as percentages, interest, discounts, and financial planning. Many reported applying this knowledge in real-life situations, such as calculating discounts, financing, income, and organizing personal and family budgets. However, the research also identified challenges, such as difficulty understanding technical terms, lack of contextualization of content, and scarcity of practical activities. Students suggest a more dynamic teaching approach, with everyday examples, simulations, and current topics, which reinforces the need for methodologies more connected to the students' reality. It is concluded that the teaching of financial mathematics, when aligned with the BNCC guidelines and the concrete needs of the students, becomes an effective component to promote financial literacy and train more critical, autonomous citizens prepared to deal with the economic challenges of adult life.