FINANCIAL MATHEMATICS AND DIDACTIC SEQUENCES IN PRISON EDUCATION: AN APPROACH TO CRITICAL FINANCIAL EDUCATION

Abstract

This article presents an excerpt from a master's research study focused on the development and validation of an educational product aimed at female Youth and Adult Education (EJA) students within the prison system. The central focus lies on the application of a financial mathematics pedagogical sequence linked to critical financial education. Playful and reflective activities are highlighted, such as the "Percentage Board Game" and discussions on contemporary economic phenomena such as inflation and shrinkflation, aiming to empower incarcerated students in their daily decision-making and resocialization process. Methodologically, this is a qualitative case study, whose data evidenced a significant increase in engagement and critical understanding of economic concepts.