Economic and financial literacy in the school context: Perspectives and proposals

Abstract

At present, the economic-financial dimension has taken on the process of curricular recomposition and teacher training, mainly due to the impulse of economic organizations, whose reports incorporate, increasingly, the criteria of those who have to leave the educational policies that address these contents on the school stage. In this sense, this study presents part of the results of a research carried out in two Andalusian centres of centres of secondary and baccalaureate education, among whose objectives we emphasize two: To investigate the reflection of the guidelines of economic organisms in the educational plans of economy and to study the incidence of the same in the training of teachers who teach these subjects. The research is approached from a methodological qualitative interpretative approach, starting from what Stake (2007) calls instrumental case study. To address research, from this perspective, we have used, as the main techniques for information gathering, semistructured interviews, participant observation and document analysis. The results obtained show that economic organizations, such as the OECD, elaborate in their reports guidelines whose reflection is evident in the future curricular of the economic subjects, as well as in the training of the teachers who teaches and works these matters in the school context.