Educação financeira no ensino médio: uma análise de impacto do currículo de referência do Mato Grosso do Sul sobre o conhecimento dos estudantes em Itaporã

Abstract

This study aims to evaluate the impact of implementing a curriculum that includes financial education in public high schools in Itaporã, Mato Grosso do Sul, Brazil. This evaluation is based on a comparative analysis between high school and elementary school students. By using pre-and post-implementation curriculum questionnaires, the students' financial knowledge, behaviors, and perceptions were explored. Statistical techniques such as means, proportions, and tests of mean differences were employed, revealing that the new curriculum was positively associated with a greater understanding of finance. In high schools, there was an increase in grades and in the perceived importance of financial education. Moreover, there were improvements in the comprehension of investments. These results underscore the positive connection between the intervention and students' financial knowledge and behaviors.