2026-03-302026-03-302025-12-18https://repositorio.ifal.edu.br/handle/123456789/1468This study proposes a didactic strategy for teaching Financial Education in high school, aiming to develop students’ critical thinking, conscious decision-making, and autonomy in the use of money and daily economic choices. The context is characterized by high household indebtedness, elevated interest rates, and persistent difficulties in financial planning. Based on recent data highlighting increasing delinquency and economic vulnerability, the strategy provides students with essential knowledge on conscious consumption, simple and compound interest, inflation, credit, investments, budgeting, and family financial management, integrating updated theoretical references, normative documents such as the BNCC, and research on teaching methodologies designed to develop financial competencies. Additionally, the study discusses the history of Financial Education in Brazil and emphasizes the importance of contextualized pedagogical practices, including hands-on activities, problem-solving, simulations, and the analysis of reallife situations, aiming to make learning meaningful and aligned with contemporary educational demands. By fostering autonomy, responsibility, and social awareness, Financial Education can serve as a transformative tool in students’ lives, contributing to the reduction of economic vulnerability among future generations.ptAttribution-NonCommercial-NoDerivs 3.0 BrazilMatemática – EnsinoEducação financeira – Ensino médioOrçamento familiarFinancial educationFamily budgetIndebtednessTrabalho de Conclusão de CursoCIENCIAS EXATAS E DA TERRA::MATEMATICA