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Contexto Socio-Económico e o Conhecimento Sobre Economia

Author

Listed:
  • Celeste Amorim Varum

    (Management and Industrial Engineering, GOVCOPP, University of Aveiro, Portugal)

  • Abigail Ferreira

    (Department of Econopmics, Management and Industrial Engineering, University of Aveiro, Portugal)

Abstract

A presente crise veio relançar os temas económicos para o centro da vida quotidiana das famílias. As crianças estão também em constante interação com o ambiente no qual estão inseridas e, a partir dessas interações, vão estabelecendo as suas perceções da realidade, e sentem à sua escala os efeitos dos desenvolvimentos económicos recentes. O entendimento das crianças sobre a economia e realidade que as rodeia poderá ter também um impacto na forma como as famílias decidem e escolhem. Apesar da relevância da criança enquanto elemento participante da unidade de decisão familiar, e da necessidade de, desde muito cedo, se criarem as bases do que será um adulto ativo num futuro próximo, a análise da literacia das crianças tem sido relativamente negligenciada na literatura.Assim, o presente estudo analisa o nível de conhecimentos e interesse de um grupo de crianças Portuguesas em relação à economia. Investiga-se adicionalmente o efeito do contexto familiar e escolar da criança no seu grau de conhecimento sobre as questões económicas. A análise empírica baseia-se em dados recolhidos por questionário a um total de 587 crianças portuguesas. Os resultados permitem concluir que, por um lado, as crianças mostram, na sua generalidade, forte interesse nestes temas e expressam vontade de saber mais sobre os mesmos. Por outro lado, os resultados demonstram que as crianças possuem conhecimentos limitados sobre assuntos económicos, existindo logo em tenra idade elevada variabilidade entre elas. A variabilidade do conhecimento de natureza económica aparece significativamente explicada por atributos individuais e de escola, mas, preponderantemente pelo contexto familiar.

Suggested Citation

  • Celeste Amorim Varum & Abigail Ferreira, 2013. "Contexto Socio-Económico e o Conhecimento Sobre Economia," Notas Económicas, Faculty of Economics, University of Coimbra, issue 38, pages 29-45, December.
  • Handle: RePEc:gmf:journl:y:2013:i:38:p:29-45
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    File URL: http://notas-economicas.fe.uc.pt/texts/ne038n0225.pdf
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    References listed on IDEAS

    as
    1. William C. Wood & Joanne M. Doyle, 2002. "Economic Literacy Among Corporate Employees," The Journal of Economic Education, Taylor & Francis Journals, vol. 33(3), pages 195-205, September.
    2. Leiser, David, 1983. "Children's conceptions of economics -- The constitution of a cognitive domain," Journal of Economic Psychology, Elsevier, vol. 4(4), pages 297-317, December.
    3. Roos, V. & Chiroro, P. & van Coppenhagen, C. & Smith, I. & van Heerden, E. & Abdoola, R.E. & Robertson, K. & Beukes, C., 2005. "Money adventures: Introducing economic concepts to preschool children in the South African context," Journal of Economic Psychology, Elsevier, vol. 26(2), pages 243-254, April.
    4. Sam Allgood & William B. Walstad, 1999. "The Longitudinal Effects of Economic Education on Teachers and Their Students," The Journal of Economic Education, Taylor & Francis Journals, vol. 30(2), pages 99-111, January.
    5. Leiser, David & Beth Halachmi, Reut, 2006. "Children's understanding of market forces," Journal of Economic Psychology, Elsevier, vol. 27(1), pages 6-19, February.
    6. Kim Sosin & James Dick & Mary Lynn Reiser, 1997. "Determinants of Achievement of Economics Concepts by Elementary School Students," The Journal of Economic Education, Taylor & Francis Journals, vol. 28(2), pages 100-121, January.
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    More about this item

    JEL classification:

    • A10 - General Economics and Teaching - - General Economics - - - General
    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General

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