2026-10-222026-10-222025-12-05LOPES, Verônica Resque. Ensino de educação financeira para alunos ribeirinhos do Marajó: uma sequência didática para o ensino Médio. Orientadora: Cinthia Cunha Maradei Pereira. 2025. 127 f . Dissertação (Mestrado Profissional em Ensino de Matemática) - Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2025.https://portaldaposgraduacao.uepa.br/handle/riuepa/382AbertoEnsino de matemáticaEducação financeira escolarAluno ribeirinho do MarajóEnsino MédioMathematics teachingSchool financial educationRiver side student of MarajóHigh schoolDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemThis work presents the results of a research project developed within the Professional Master’s Program in Mathematics Education (PPGEM) at the State University of Pará, which seeks to answer the following question: how can Financial Education be introduced in high school in the riverside communities of Marajó in a contextualized, meaningful way that promotes autonomy and citizenship? Accordingly, this dissertation aims to investigate the potential of a didactic sequence in Financial Education related to mathematical concepts, designed from the riverside sociocultural reality of the Marajó archipelago, within the teaching and learning process of high school students. Grounded in the principles of Mathematics Education and in Freirean assumptions of a liberating education, the research proposes a contextualized approach capable of integrating mathematical, social, and cultural knowledge into the students’ civic formation. The investigation included a literature review that revealed a lack of studies addressing this topic in the Marajó region and underscored the need for academic research in riverside contexts. Methodologically, it is characterized as qualitative and exploratory research, whose main strategy was the design, implementation, and analysis of a didactic sequence structured according to the model of Articulable Units of Conceptual Reconstruction (UARC). The activities developed addressed Financial Education topics linked to students’ daily lives—such as consumption, financial planning, and conscious decision-making—aiming at the construction of critical mathematical thinking. The results showed that the use of UARC favored the articulation between theory and practice, fostering a dynamic, participatory, and meaningful learning environment. It was also observed that students’ interest in Mathematics increased, along with the perception that financial knowledge can serve as a tool for critical understanding and transformation of reality. The research therefore revealed that Financial Education teaching, when contextualized to the riverside territory and integrated with Mathematics, contributes to students’ holistic development and reaffirms the school’s role as a space for emancipation and cultural appreciation. It is concluded that the methodological proposal presented constitutes a viable alternative for introducing Financial Education in high school, especially in Amazonian contexts, pointing to new pathways for pedagogical practices and future research in the field.PPGEM - Metodologia para ensino de matemática no nível médio