The use of textbooks in the development of Financial Literacy: challenges and potential in the brazilian educational system

Abstract

With the recognition of the low level of Financial Literacy among students and the high rate of default in the country, this research examines how textbooks are being used for this purpose and how their use is perceived within the educational system. The primary objective of this study is to analyze, from the perspective of teacher educators and Financial Education promoters, how textbooks contribute to or limit the development of Financial Literacy, in comparison to the production of teacher-created materials, considering content contextualization, teacher training, and the use of active methodologies. The research employs a qualitative methodology, with semi-structured interviews conducted with two groups of teachers: those who teach mathematics teacher training courses (both licensure and/or bachelor's programs) and teachers who promote Financial Education. The results indicated that textbooks are considered by the interviewed teachers to be useful resources and effective guides for teaching Financial Education. However, their exclusive use is regarded as insufficient. For learning to be effective, contextualized, critical, and meaningful — and aligned with the principles of the BNCC (Brazilian National Common Curricular Base) — these materials must be supplemented by active methodologies that foster cross-curricular integration and engage with students’ real-life contexts. In this process, the essential role of the teacher stands out, as their effectiveness depends directly on their professional training, teaching practice, and sensitivity in adapting content to students' lived experiences. This finding highlights the urgent need for public policies that ensure continuous investment in both initial and ongoing teacher education.