The possibility of thinking Financial Education under a phenomenological guidance

Abstract

In this text, characterized as a theoretical essay, we aim to present a possibility of thinking about Financial Education from a phenomenological perspective. To this end, we conducted a literature review, seeking definitions of Financial Education that are objectified and passed down by tradition. In seeking to open up new understandings on the subject, we were faced with the need to understand and discuss neoliberalism, the political-economic system in force in our country. Next, we based on phenomenology and authors such as Husserl (1954/2012; 1929/2013; 1913/2006; 1907/2008), Ales Bello (2006), Merleau-Ponty (1945/1999), and other relevant theorists to discuss the subject. As phenomenological rigor demands, we perform an epoché regarding the definitions of Financial Education presented, suspending previous judgments and remaining in the pure view of the data to explain what is shown about Financial Education in the context of Brazil. Regarding our philosophical orientation, we consider that phenomenology emphasizes questions about the meaning that the lifeworld and its surroundings hold for the subject, as well as the importance of the community to them. Therefore, issues related to financial well-being and the functioning of the system are covered by this philosophical tradition. In our considerations, we emphasize the need for a Financial Education that is concerned with the individual, the community, and the political-economic system. In conclusion, we propose an understanding of Financial Education rooted in phenomenology.

Keywords
Mathematics Education; Phenomenology; Philosophy of Mathematics Education; Neoliberalism