Resumo:
Considering the current expansion of the financial market and the various options of
products and services available, financial education becomes essential for individuals
to make sensible decisions regarding their finances. However, the lack of financial
knowledge and low literacy in this area can lead to problems such as indebtedness
and difficulties in resource management. In this context, this study aimed to analyze
the level of financial literacy and its relationships with the socioeconomic and
demographic profile and financial behavior of the teaching staff of the Federal Institute
of Education, Science, and Technology of Southern Minas Gerais (IFSULDEMINAS).
The relevance of this study lies in the importance of financial knowledge in making
appropriate decisions related to consumption, investment, and resource management.
To achieve this, a scientific study with a quantitative and descriptive approach was
conducted, using a non-probabilistic convenience sample through a survey-based
opinion research, employing a structured questionnaire. The hypotheses of this work
were tested using binary logistic regression models. The results of this research
showed that the majority of the participating teachers in this study have a high level of
financial literacy (60.86%). The tested hypotheses were not confirmed that gender, age
group, household and individual income, and the fact of having taken economics and
finance courses during their higher education had a significant relationship with the
level of financial literacy. Despite the results showing that the majority of teachers have
a high level of financial literacy, it is noteworthy that a portion still has not reached this
level, emphasizing the importance of the participation of these professionals in the
training course proposed in this work. This can increase the contribution to the
introduction of this theme in the institution, along with students and society in general.
This research can also serve as a basis for future studies on financial literacy.
