Financial education from elementary school, a perspective to today

Abstract

Regular basic education imparts knowledge based on addition, subtraction, multiplication, division and reading; Additionally, and depending on the type of educational institution, other knowledge is imparted such as religion, arts, historical and social sciences, study of geography, universal history, education and civics, etc. This leads us to reflect on the type of education that is being promoted for school children today, which is not bad if all plans are fulfilled, but what happens when money is not enough until the end of the month, or when there are problems to pay the mortgage, or when there is uncertainty about the cost of living, taxes, interests. There is a crisis within a crisis, all of this demonstrates the lack of good financial education. Therefore, through the qualitative approach, we resorted to the phenomenological-hermeneutic design, and the objective was to explore the financial education provided in elementary school, and how this has served to survive during the post-school stage. The population of interest was the graduates of public and private schools, as well as professionals dedicated to teaching of the same generation. The participants expressed their opinions and beliefs on the relevance and necessity of including financial education in the school curriculum from an early age. The study provides information on these experiences, providing a basis for establishing corrective measures and formulating guidelines to promote its teaching at some pre-professional preparatory stage.