At the beginning of the 21st century, with the Financial Education project, elaborated by the Organization for Economic Co-operation and Development (OECD) and coordinated by the Financial and Insurance Markets Commission and the Private Pensions Commission, interest in educating individuals financially was gaining ground space in different areas of society, arriving in Brazil, with more impact, in 2010. More recently, through curricular reforms such as the approval of the National Common Curricular Base, in 2018, Financial Education gains prominence in the school environment, becoming a topic to be included in Brazilian Textbooks. To understand which discourses are produced and perpetuated in mathematical situations, based on understandings of Financial Education produced within the scope of Mathematics Education, this article is concerned with analyzing a collection of Mathematics Textbooks, approved in the National Textbook Program in 2020, referring to the Final Years of Elementary School, seeking to transform some mathematical exercises into powerful reflective scenarios. Supported by a qualitative approach and assuming the concerns of Financial Education in a critical perspective, the research identified that the predominant discourse in textbooks reinforces the neoliberal logic and the episodes in which Financial Education can be seen are reduced to Financial Mathematics concepts. However, we understand that these can be transformed into reflective environments, which can contribute to a more critical training of our students.At the beginning of the 21st century, with the Financial Education project, elaborated by the Organization for Economic Co-operation and Development (OECD) and coordinated by the Financial and Insurance Markets Commission and the Private Pensions Commission, interest in educating individuals financially was gaining ground space in different areas of society, arriving in Brazil, with more impact, in 2010. More recently, through curricular reforms such as the approval of the National Common Curricular Base, in 2018, Financial Education gains prominence in the school environment, becoming a topic to be included in Brazilian Textbooks. To understand which discourses are produced and perpetuated in mathematical situations, based on understandings of Financial Education produced within the scope of Mathematics Education, this article is concerned with analyzing a collection of Mathematics Textbooks, approved in the National Textbook Program in 2020, referring to the Final Years of Elementary School, seeking to transform some mathematical exercises into powerful reflective scenarios. Supported by a qualitative approach and assuming the concerns of Financial Education in a critical perspective, the research identified that the predominant discourse in textbooks reinforces the neoliberal logic and the episodes in which Financial Education can be seen are reduced to Financial Mathematics concepts. However, we understand that these can be transformed into reflective environments, which can contribute to a more critical training of our students.A principios del siglo XXI, con el proyecto de Educación Financiera, elaborado por la Organización para la Cooperación y el Desarrollo Económico (OCDE) y coordinado por la Comisión de Mercados Financieros y de Seguros y la Comisión Privada de Pensiones, fue ganando interés por educar financieramente a las personas espacio en diferentes áreas de la sociedad, llegando a Brasil, con mayor impacto, en 2010. Más recientemente, a través de reformas curriculares como la aprobación de la Base Curricular Común Nacional, en 2018, la Educación Financiera gana protagonismo en el ámbito escolar, convirtiéndose en un Tema a incluir en los libros de texto brasileños. Para comprender qué discursos se producen y perpetúan en situaciones matemáticas, a partir de comprensiones de Educación Financiera producidas en el ámbito de la Educación Matemática, este artículo se ocupa de analizar una colección de Libros de Texto de Matemáticas, aprobados en el Programa Nacional de Libros de Texto en 2020, haciendo referencia a los Últimos Años de Educación Primaria, buscando transformar algunos ejercicios matemáticos en potentes escenarios reflexivos. Apoyada en un enfoque cualitativo y asumiendo las preocupaciones de la Educación Financiera en una perspectiva crítica, la investigación identificó que el discurso predominante en los libros de texto refuerza la lógica neoliberal y los episodios en los que se percibe la Educación Financiera se reducen a conceptos de Matemática Financiera. Sin embargo, entendemos que estos pueden transformarse en ambientes reflexivos, que pueden contribuir a una formación más crítica de nuestros estudiantes.No início do século XXI, com o Financial Education Project, elaborado pela Organização para a Cooperação e Desenvolvimento Econômico (OCDE) e coordenado pela Comissão de Mercados Financeiros e de Seguros e pela Comissão de Pensões Privadas, o interesse em educar financeiramente os indivíduos foi ganhando espaço em diversas esferas da sociedade, chegando no Brasil, com mais impacto, no ano de 2010. Mais recentemente, por meio de reformas curriculares, como a homologação da Base Nacional Comum Curricular, em 2018, a Educação Financeira ganha destaque no ambiente escolar, tornando-se, em especial, um tópico a ser inserido nos Livros Didáticos brasileiros. A fim de compreender quais discursos são produzidos e perpetuados em situações matemáticas, a partir de compreensões de Educação Financeira produzidas no âmbito da Educação Matemática, este artigo se preocupa em analisar uma coleção de Livros Didáticos de Matemática, aprovada no Programa Nacional do Material e do Livro Didático de 2020, referente aos Anos Finais do Ensino Fundamental. Para dar conta desse propósito, propomos transformar alguns exercícios matemáticos em potentes cenários reflexivos. Apoiados em uma abordagem qualitativa e assumindo as preocupações da Educação Financeira em uma perspectiva crítica, identificamos que o discurso predominante nos Livros Didáticos reforça a lógica neoliberal e que os episódios nos quais a Educação Financeira pode ser enxergada, frequentemente, estão reduzidos a conceitos da Matemática Financeira. No entanto, entendemos que tais episódios podem ser transformados em ambientes reflexivos, os quais, por sua vez, podem contribuir para uma formação mais crítica de nossos estudantes dos Anos Finai do Ensino Fundamental
