Jogos e educação financeira na formação de professores: uma abordagem lúdica para a transformação social

Abstract

Brazilian society faces high rates of in debt edness and default, highlighting the urgent need for critical financial education, even though it is included in the Common National Curriculum Base (BNCC). On the other hand, the population’s interest in games has been growing steadily from childhood to adulthood. In this context, this research aimed to investigate how games can serve as tools for teaching financial education, particularly in the context of teacher training. A workshop was conducted with undergraduate and graduate students from UERJ’s teaching programs to analyze their prior knowledge, strategies fordealing with simulated financial situations, and critical contributions to previously developed educational games. The research is grounded in the author’s personal experiences with financial challenges and the belief in the ludic as a transformative educational practice. Results show that games hold strong potential for meaningful learning, development of socio-emotional skills, and the formation of more financially conscious individuals.