O jogo cashflow, adaptado ao scratch, como ferramenta pedagógica para o ensino de educação financeira

Abstract

This study investigates the potential of the game Cashflow, adapted for the Scratch platform, as a pedagogical tool for teaching Financial Education. Given the complexity of the current economic scenario and the guidelines of the National Common Curricular Base (BNCC), the research seeks to answer how the use of this digital tool contributes to the development of financial skills. Methodologically, the study adopts a mixed-methods approach and is grounded in Didactic Engineering, structured into the phases of preliminary analysis, a priori analysis, experimentation, and a posteriori analysis. In this context, the analysis of interactions was based on the Theory of Didactic Situations (TDS), following the phases of action, formulation, validation, and institutionalization. Furthermore, the experiments were conducted with undergraduate students in Mathematics and 3rd-year high school students. Thus, the results demonstrate that the game promotes collaborative teaching and the active construction of knowledge, allowing the simulation of real-life situations such as cash flow management, decision-making, and investment analysis. Moreover, the mobilization of BNCC skills related to percentage and interest calculations was observed.