Abstract

LAZAROTO, Jaqueline; CAMACHO BEZERRA, Renata  and  SILVA CAETANO, Richael. Analysis of the Prescribed Curriculum in Pedagogy: Financial Education in Teacher Education at Paraná State Universities. Areté [online]. 2026, vol.12, n.23, e122302.  Epub Jan 30, 2026. ISSN 2443-4566.  https://doi.org/10.55560/arete.2026.23.12.2.

This article presents an excerpt from a doctoral research study that investigates the inclusion of Financial Education (FE) in the Initial Education of teachers enrolled in Pedagogy degree programs at the State Universities of Paraná. The focus lies on the prescribed curriculum - defined by regulatory documents, Pedagogical Course Projects (PPC), and teaching plans (PE) - which expresses what future teachers are expected to learn during their undergraduate studies. The central question guiding the study is: to what extent does the prescribed curriculum provide preparation for the teaching of FE in the Early Years of Elementary Education? The main objective is to identify the presence or absence of content related to FE in the PPC and PE of Mathematics courses from the years 2023 and 2024. The qualitative and documental research adopts Discursive Textual Analysis to examine these documents. The results reveal a reduced course load assigned to Mathematics subjects and the absence of explicit reference to FE, indicating gaps in Initial Teacher Education regarding its treatment. Nevertheless, the analysis identified potential for the inclusion of FE, which may constitute entry points for this theme in Pedagogy degree programs at the State Universities of Paraná.

Keywords : Financial Mathematics; Pedagogical Project; Teaching Plan; Initial Teacher Training; Higher Education..

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