Resumo:
This study addresses the relevance of financial literacy in contemporary society, where the wide
availability of financial products demands a solid knowledge base for well-informed decisionmaking.
A survey was conducted at IFSULDEMINAS with the purpose of assessing the level
of financial literacy among Technical Administrative Education (TAE) servers working in the
campuses. Specific objectives included characterizing the socio-economic and demographic
profile, evaluating financial behavior, and seeking to associate socio-economic, demographic,
and behavioral characteristics with the level of literacy, analyzing the relationship between
these variables. Finally, a proposal for a financial literacy course was developed based on the
obtained results. The data revealed a profile of the servers, with an average age of 41 years and
an equal distribution between genders. The majority completed high school and primary
education in public schools, while the education level of parents is limited to incomplete
primary education. Regarding income, both family and individual averages fall within the range
of 4 to 8 minimum wages. It was noted that a significant portion of the servers did not have
access to financial disciplines during higher education. With regard to financial behavior, it was
observed that the majority allocate more than 50% of their income to installment purchases,
with a preference for credit card payments. Surprisingly, most do not have a history of overdue
bills, demonstrating discipline in financial management. Contributions to the official pension
plan are regular, although most do not invest in complementary pensions, suggesting a lack of
financial preparation for retirement. Half of the servers adopt the habit of setting aside money
for contingencies, while the other half does not follow this practice. The majority also opt to
purchase insurance as a financial protection measure. The financial literacy survey included six
crucial questions, revealing that 65.79% of the servers are considered financially literate. The
results indicated that only gender and a background in finance during higher education
demonstrated a significant association with the financial literacy of the servers. This finding
demonstrates the importance of policies for women and the inclusion of financial education
subjects in the educational curriculum.
