FINANCIAL LITERACY AMONG STUDENTS IN TECHNICAL HIGH SCHOOL COURSES IN THE PUBLIC SCHOOL SYSTEM OF THE STATE OF RIO DE JANEIRO
Keywords:
High School, Technical Education, Public Schools, BNCC (National Common Core Curriculum), Financial Mathematics, Financial EducationAbstract
This study investigates the contribution of teaching financial mathematics to the development of financial literacy practices among students in mid-level technical courses in administration and health management, offered at a public state school in Rio de Janeiro. The research is based on the Brazilian National Common Curriculum Base (BNCC), published in 2018, which established financial education as a cross-cutting theme in the Brazilian basic education curriculum and highlights the importance of developing essential skills such as financial planning, conscious consumption, and responsible resource management. The methodology adopted was quantitative-qualitative, with the application of semi-structured questionnaires to students in the 2nd and 3rd years of the integrated mid-level technical courses in administration and health management. The results reveal that students recognize the importance of financial mathematics for daily life, especially in concepts such as percentage, 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, a lack of contextualization of content, and a 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 students, becomes an effective component for promoting financial education and forming more critical, autonomous citizens prepared to deal with the economic challenges of adult life.
