Foregrounds and School Financial Education of Youth and Adult Education students

Abstract

The present study is a theoretical essay that aims to discuss the idea of foreground proposed by Critical Mathematics Education and its relationship with the School Financial Education of Youth and Adult Education students. Therefore, considering the political and social foundations of Critical Mathematics Education for a citizen formation, a dialogue is carried out that aggregates the ideas of Paulo Freire, Ole Skovsmose, Zygmunt Bauman and António Damásio. We agree with the authors' approach on emotions being linked to the financial decision-making process. However, from a critical school education, it is possible for students of Youth and Adult Education to reinterpret their experiences and their life context to modify their foregrounds. Thus, we understand that the formation of broad foregrounds is associated with a pedagogical work that enhances the subjects’ interpretations in relation to their experiences.

Keywords

• foregrounds
• youth and adult education
• school financial education
• critical mathematics education