Educação financeira: explorando caminhos sobre o processo de ensino e aprendizagem com estudantes autistas

Abstract

This study aims to answer the research question: “How do students on the autism spectrum mobilize and articulate mathematical knowledge and strategies when solving Financial Education problem situations, considering the interactions and mediations present in the educational context?” The objective was to investigate how students on the autism spectrum construct and mobilize mathematical knowledge and strategies to solve problem situations within the teaching and learning processes of Financial Education. This qualitative research was conducted with a 9th-grade class from a public school in the northwest region of Minas Gerais, Brazil. Data were collected through observations, field notes, video recordings, and analysis of students’ productions. The Educational Product consists of a six-lesson didactic sequence focused on the construction of personal budgets using digital spreadsheets, designed for inclusive education contexts and adaptable to the needs of students receiving specialized educational support. The results indicate that, when engaged in problem situations related to budgeting and consumption, students on the autism spectrum were able to develop mathematical and financial concepts grounded in everyday situations. Financial Education, when connected to students’ interests and experiences, promoted participation, reflection, and autonomy in the teaching and learning processes. The use of digital spreadsheets played a significant role by enabling students to organize income and expenses, providing a practical experience of financial management. Furthermore, the findings suggest that pedagogical tools such as digital spreadsheets, budgeting activities, and contextualized problem situations contribute to learning development and financial autonomy. These tools supported the organization of financial data, goal setting, and more conscious decision-making, allowing students to progressively understand and manage their financial reality. The study also highlights the importance of inclusive education that respects students’ singularities, fostering autonomy and critical reflection on consumption. By engaging in investigative scenarios, students began to question consumerist practices, attributing new meanings to money use and developing a more critical, responsible, and reflective stance toward consumption.