The present work aimed to understand how mathematics teachers are working with financial education, especially financial literacy, in basic education schools in Araguaína. Given the importance of an educational practice aimed at the development of financial literacy, which can provide students with theoretical and practical knowledge to achieve family financial health. Thus, the question that guided this research was: How is financial education, aimed at the development of financial literacy in the classroom, being developed by math teachers in Araguaína? Part of this exploration was dedicated to bibliographical research, in which we
carried out a theoretical constitution on financial education and financial literacy, in addition to the elaboration of a questionnaire that was made available to some mathematics teachers, with the aim of constituting a practical scrutiny on the development of actions aimed at for financial literacy in Basic Education. We found, through the bibliographical study, that even though Tocantins is named as one of the states with the best levels of financial education, it is one of the states with the highest rate of indebted adult population in Brazil. After analyzing the data
obtained from the questionnaire, we identified that most teachers develop, even if superficially, some financial education actions aimed at financial literacy, but that there is still a need to include this theme in the initial and continued training of teachers .
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