Financial Education, a global concerning, seeks to promote financial knowledge. In
Brazil, the National Financial Education Strategy (ENEF), created in 2010, has as its main
objective promoting Financial Education, including it in the Basic Education curriculum,
being treated as a transversal theme that must be addressed in different school
subjects. However, not all students have the same financial or cultural reality, and it is
essential that this teaching can be adapted to ensure meaningful learning. At the same
time, when analyzing the schooling formation of Higher Education students who, in
some way, are related to the theme, especially the Mathematics Degree, it is common
for topics related to finance to be worked on only the technical repertoire of Financial
Mathematics, its mathematical concepts and properties, leaving aside the relation of
these notions with public policies and the association between consumption and
planning, initial concepts that are essential for a schooling formation in Financial
Education that can then be “translated” in future moments in the Basic Education
classroom. Given the context, the research on screen starts from the following question
at issue: How can we provide opportunities for more responsible, ethical and civic-
minded training for undergraduate students at the Federal University of Pará, as well
as collaborating to create an environment favorable for knowledge sharing related to
Financial Education for Basic Education students? Aiming to answer this question, we
set out as a general objective: Set up a University Extension Project which explores
teaching strategies, based on active methodologies and contextualized activities, to
address issues relating to Financial Education, with ninth-grade elementary school
students from the Municipal School of Rural Education São José, on Ilha Grande, Belém-
PA, providing a more responsible, ethical and civic education for undergraduate
students at the Federal University of Pará. Research was carried out with a
quantitative-qualitative approach, of a descriptive nature and of an applied nature,
divided in stages, leading to the development and implementation, during 2023, of the
University Extension Project Só te digo: POUPA! from the Federal University of Pará,
with monitors from different courses at the Institution. By endeavoring to develop a
University Extension project targeting students from a riverside community, and with
the active envolvement of undergraduate students, we provide the opportunity for the
undergraduate students to put into practice what they learn in the classroom,
developing leadership, communication and work skills in team. The experience of
engaging with the riverside community was enlightening, demonstrating the diversity
and cultural richness in our state. Valuing and respecting the community's traditions
and ways of life was essential to promote inclusion and mutual understanding between
the University and the school. This initiative not only enriched the learning experience
but also contributed to the personal and academic development of all participants.
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