THE CLASS GAME: A TEACHING-LEARNING PROPOSAL FOR FINANCIAL EDUCATION

Abstract

This paper presents a teaching-learning proposal for Financial Education using the Jogo das Classes (Class Game), created by the authors and applied in a teacher training program for mathematics educators as a didactic tool aimed at upper elementary and high school students. The objective is to analyze the potential of the Jogo das Classes in mathematics classrooms, based on the perceptions of teachers participating in a training process. We understand School Financial Education as a set of information that introduces students to the world of finance, enabling them to analyze and make critical decisions regarding everyday financial situations. This research is qualitative in nature, involving 21 teachers working in basic education. The training process, with a total of 80 hours, was conducted as an extension activity by the Federal Institute of Espírito Santo. For the development of the Jogo das Classes, two sessions of 4 hours each were allocated. Data were recorded through video and audio during the application of the game, followed by discussions on the potential of the material. We conclude that the game has high potential to stimulate students' reflections on their personal, family, and social realities, as well as to provide opportunities to explore a wide range of topics in the classroom. We emphasize that the game, as an educational artifact, can become a powerful pedagogical tool when mediated by a teacher's critical stance.