Abstract
This study describes the results of an investigation regarding the characteristics of financial education teaching, in one of the teaching units of the Federal Institute of Education, Science, and Technology of Acre (Ifac). In this sense, the objective was to verify and characterize, from the teaching perspective, if and how the transversal practice of financial education occurs in the curriculum of integrated technical courses, observing whether such practices correspond to that established by the new National Common Curricular Base (BNCC). This is a qualitative approach research, of exploratory nature, in which sixteen teachers participated, the data being collected with the application of an organized questionnaire with open and closed questions. The analysis and interpretation of the data were based on the Thematization methodology. The study pointed out that the practice of financial education, in the light of the new BNCC, has not yet been implemented in the locus of study and that no traces yet point to transversal initiatives on the topic, which ends up disfavoring the integral training of students. Finally, the study indicated that stimulating actions to promote financial education in the curriculum of the integrated technical courses of Ifac is necessary, thus favoring the teaching and learning of the theme, which will contribute to an integrative education in the locus of study.
Financial education; BNCC; Integral education; Transversality; Integrated high school