Uma proposta de UEPS interdisciplinar para o desenvolvimento do empreendedorismo sustentável nas áreas de educação financeira e ciências da natureza

Abstract

Education and contemporary society are constantly changing, requiring students to be increasingly prepared for learning beyond the confines of the school environment. Among the topics that need to be discussed and addressed in the classroom, Financial Education stands out, as it is essential for citizenship development. In this context, this study sought to answer the following question: how can we promote meaningful learning about Financial Education, involving entrepreneurship, sustainability, mathematics, and natural sciences? With the aim of developing skills and competencies in students that go beyond conceptual content, a Potentially Significant Teaching Unit (PSTU) was designed, developed, and evaluated with third-grade high school students from a state school in Monte Belo do Sul, Rio Grande do Sul. The PSTU proposed an interdisciplinary project in which students were actively involved in all stages of the sustainable manufacturing and marketing of homemade soap using used cooking oil. In addition, logbooks were used to record reflections and constructions within the classroom. The theoretical basis of this work is based on Ausubel's conceptions of meaningful learning, Moreira's experiences, and Freinet and Vygotsky's interdisciplinary dialogues. This work resulted in an educational product, an e-book, which was improved based on the results of the research, with the objective of assisting teachers in implementing UEPS in the classroom. The results demonstrated that the use of this methodology allowed the development of skills such as critical and creative thinking, autonomy, collaborative work, and group problem-solving, which are characteristics of Critical Mathematics Education. With the application of UEPS, it was suggested that there was an increase in interest, active participation, and development of the student as a social being. There was also clear evidence of meaningful learning, as the students were able to understand, act, and make sense of what they learned. [resumo fornecido pelo autor]