EDUCAÇÃO E ALFABETIZAÇÃO FINANCEIRA DE ALUNOS DE GRADUAÇÃO EM UMA IES CATARINENSE

Abstract

Financial education and financial literacy are terms easily confused. While the former is defined as a process in which consumers and investors sharpen their understanding of financial concepts, risks, and products, the latter translates as an association of awareness, skill, knowledge, and behavior needed to make financial decisions as well as achieve one's own financial well-being. Financial information and knowledge emerge as important tools in achieving individual and social well-being. Thus, the combination of the results of this investigation with the analysis of the influence of individual factors, aligns with the PPGDS proposal, elucidating the different relationships between these concepts and factors. This research aimed to investigate and analyze the level of education and financial literacy of undergraduate students of the Instituto Federal Catarinense. In addition, the study aimed to identify and list factors and behaviors influencing their education and financial literacy. The research is characterized as descriptive and quantitative in nature, with transverse temporality. Data collection was performed through a structured questionnaire, and all undergraduate students of the institution were invited to answer it, totaling a sample population, at the end, of 399 students. Among respondents, 57.64% of the students were considered literate and financially educated, according to the proposed scale. This percentage is in line with the average of countries with mature economies and high socioeconomic indexes, such as those of the European continent. This average is still vastly higher than in most Latin American countries. Out of four students, three have at least one financial asset. A portion of the students have high financial knowledge and use sophisticated forms of investment. Positive student behaviors and attitudes, such as planning for their future and demand for knowledge, stood out, as well as a considerable rate of stock market participation. Furthermore, it was evidenced that factors such as region of origin, income, employability and type of residence did not significantly influence the level of education and financial literacy of students. However, gender, previous education, parental education and age were influential on this level.