THE INTERDISCIPLINARY NATURE OF FINANCIAL EDUCATION IN THE CURRICULUM OF THE EARLY YEARS

Abstract

Financial education in the early years of elementary school has become an essential component for the comprehensive education of students, especially when approached in an interdisciplinary way. This article aims to analyze the importance of interdisciplinarity in the inclusion of financial education in the school curriculum, highlighting how this approach contributes to the development of cognitive, social, and ethical skills from childhood. It also seeks to identify pedagogical practices that integrate financial content into different areas of knowledge, such as Mathematics, Portuguese Language, and Human Sciences. The methodology adopted consists of qualitative research, with a bibliographic and documentary approach. Scientific articles, official educational documents, and curricular proposals that address financial education and interdisciplinarity in the context of the early years were analyzed. Data analysis was carried out through thematic interpretation, allowing the identification of relevant categories, such as integrated pedagogical practices, development of socio-emotional skills, and citizenship education.The results indicate that financial education, when approached in an interdisciplinary way, favors the contextualization of knowledge, making learning more meaningful and applicable to students' realities. Furthermore, it contributes to the formation of more conscious, critical, and responsible individuals regarding the use of financial resources. It is concluded that the integration of financial education into the curriculum, in an articulated manner across different disciplines, is fundamental to promoting a more complete education aligned with contemporary demands.