Educación económica y financiera para los estudiantes del grado transición de la Institución Educativa Acacia II: Una propuesta pedagógica

Abstract

In Public Educational Institutions from Bogota, economic and financial teaching is integrated within the syllabus of the fifth cycle of upper secondary education (the tenth class and the eleventh class) through notions of economics and accounting. It is observed that the syllabuses of these institutions do not incorporate any topics related to economy and finance within the first, second, third and fourth cycles, corresponding to the segment from the preschool class until the ninth class. Academic authors agree that the process of economic and finance education should initiate in early learning stages. This research paper worked on a pedagogical proposal focused on preschool pupils, through the use of the action research method. We use theoretical frameworks that validate the implementation of economic and financial education at the level of pre-school, and pedagogical strategies that boost cognitive processes and socio-relationship skills for the understanding of economic and financial phenomes. The class project “building my economy and finance for a better world” applied to the pupils of the Acacia II Educational Institution, proposes the use of games, didactic assignments, and pedagogic excursions; as formation tools in the areas of economy and finance. Finally, the paper contributes to the strengthening of the institutional research field of Pedagogics and Education for Social Equality and Cohesion of the Department of Educational Science of La Gran Colombia University, and to the primary research field of socio-critical thinking, due to its capacity of setting up the building of knowledge, reflexion, and dialog around educational issues