Public Policies for Financial Education: From Historical Processes to Practical Actions in Higher Education Institutions

Bufalo, Daniela Cristina Lourenço; Pinto, Rafael Ângelo Bunhi

doi:10.1590/S1414-40772023000100037

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Brasil

Avaliação: Revista da Avaliação da Educação Superior (Campinas)

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Article • Evaluation (Campinas) 28 • 2023 • https://doi.org/10.1590/S1414-40772023000100037 copy

Public Policies for Financial Education: From Historical Processes to Practical Actions in Higher Education Institutions

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

In current times, the importance of financial education has gained prominence in discussions held within multilateral organizations and governments around the world, with the purpose of building a society that is aware of the impact of their actions as individual financial agents in global society, through education. In this environment, the general objective of this article is to discuss the conception of financial education as public in Brazil, tracing a mapping of the main practical actions in higher education, after the implementation of the National Strategy for Financial Education (ENEF). As for the methodology, a bibliographical survey is carried out of the scientific works published and made available on the Capes Portal and SciELO-Brasil platforms, in the period between 2011 and 2021, which address financial education as a public policy in the context of higher education. As a result, it is perceived that higher education students have largely been excluded from public policies related to this topic and Universities have acted timidly as disseminators of financial literacy and production of scientific knowledge, through academic publications that can contribute to the enhancement and expansion of ENEF's reach.

Keywords:
public polices; financial education; financial education at university

AUTHOR(S)	TITLE	ABSTRACT	PHASE
RIBEIRO, Cristina Tauaf.	Public policy Agenda: The Strategy for Financial Education in Brazil from the Perspective of the Multiple Streams Model	This article analyzes the trajectory that led to the establishment of the National Strategy for Financial Education (ENEF) in Brazil. It is a case study on agenda-setting and policy formulation in the field of public policy, drawing on John Kingdon's Multiple Streams Model (MMF) to identify theoretical elements in an empirical context, aiming to contribute to the understanding of decision-making processes within the state. Since the early 2000s, financial inclusion has been seen by international organizations and governments as a poverty alleviation strategy, culminating in the launch of the Principles for Innovative Financial Inclusion by the Group of 20 (G20) in 2010. However, the perception that financial education for the population is essential for social inclusion began to be disseminated years earlier by the Organization for Economic Cooperation and Development (OECD). From 2003, this organization actively developed content and recommendations for the adoption of financial education strategies by countries. In Brazil, the topic began to gain prominence on the government agenda in 2007 and became a permanent public policy in December 2010. Based on bibliographic and documentary research, this study demonstrates that the influence exerted by the OECD was not sufficient to immediately capture the government's attention and points to a more complex set of factors and actors that, when orchestrated, facilitated the convergence of streams resulting in the rise of the topic on the decision agenda.	Agenda and Formulation
SOARES, Antonio Jorge Gonçalves; BRANDOLIN, Fabio; AMARAL, Daniela P.	Challenges and Difficulties in the Implementation of the More Education Program: Perceptions of School Actors	This article aims to investigate the implementation of the More Education Program (PME) from the perspective of the actors who make daily decisions in schools to achieve the objectives of this federal government-driven policy. The research was conducted in six municipal schools in Petrópolis-RJ and involved 33 interviewees. The results indicate that schools face difficulties in establishing partnerships with other institutions for the development of program activities, managers value the PME for its role in assisting and supporting families, and monitors have weak ties to the program due to the low financial support, questioning the voluntary nature of participation.	Implementation
BARZOTTO, Carlos Eduardo; SEFFNE, Fernando.	School Without Party and Without Gender: Redefining the Boundaries of Public and Private in Education	This article is an outgrowth of a research agenda that investigates some of the relationships between education and gender. It aims to theoretically discuss the influence of neoliberal and (neo)conservative discourses on educational policies, starting with the phrase "gender ideology" and the School Without Party Movement. Drawing on Foucauldian studies of neoliberalism and research on the global new conservative wave, we argue that the phrase "Gender Ideology," as well as "School Without Party," are used as discursive strategies to unify neoliberal and (neo)conservative demands. Through this union, the republican character of Brazilian education is diminished, replaced by a moral character and a neoliberal rationality focused on the business model.	Formulation

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[TFN16] Source: Prepared by the authors.