Dinheiro, investimento e endividamento: representações e práticas de estudantes universitários de Administração
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Data
2025-12-15
Autores
Bessa, Lucas Marin
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Editor
Universidade Federal do Espírito Santo
Resumo
This study aimed to analyze the relationship between practices and social representations regarding the social objects of money, investment, and indebtedness, providing a comparative study between first-year and final-year students of a Business Administration program, based on the framework of the Theory of Social Representations (SRT). The study also analyzed the anchoring process of the social representations of these objects by the participants. The research is characterized as qualitative due to the interest in understanding the different worldviews presented by the social actors. Participants in the study were students from Business Administration of federal program at federal public educational institutions located in the state of Espírito Santo. Data collection were conducted in three stages: in the initial stage, a questionnaire was applied to identify evocations of the researched objects. In the second stage, focus groups were conducted. Finally, in the third stage, a confirmatory questionnaire, mise-en-cause, was applied with participants to verify the centrality of the researched objects. The questionnaires were composed of closed and open ended questions aimed at collecting evocations of the researched objects. The focus group followed a previously prepared script with the themes of money, investment and indebtedness. For data analysis, prototypical analysis, confirmatory questionnaire (mise-en cause), similarity analysis, and descending hierarchical classification (DHC) were used for the data collected through the questionnaires. These analyses were carried out using softwares openEvoc and IRAMUTEQ. The data related to the focus group were analyzed through thematic analysis. From data collection and analysis, it was possible to understand how the students represented socially the researched objects: the first-year students present a more idealized view of money, while for the final-year students, money is understood as a result of work. Regarding investment, both groups evaluate it out as something for the future, with the first-year students identify it as a place of opportunities to get rich, but they also understand it as a game at various times. The final-year students represented it as something necessary to ensure long-term security. As for indebtedness, the first-year students showed a greater perception of the negative aspects of the object, while the final-year students see it as something of everyday life, inherent to adult life. Regarding the anchoring process, it was noticed that the first-year and final-year students anchored the representations based on points that took into account their experience with the objects, practices and also cultural issues. In this way, family, academic environment, and experiences throughout the individual's formation impacted the social representations of the objects and how the individual anchors each one, which necessarily influences how they plan financial resources and carry out their practices, with changes also occurring over time. From this, at the end of the study, a theoretical model was proposed comprising the relationships between representations, practices and experiences. Thus, the discussions carried out proved to be important as they added knowledge to the areas of Psychology and Finance, and can be an input to assist public policies regarding the instrumentalization of the population on the correct use of financial resources. In addition, from the analyses carried out, it was observed the urgency of implementing financial education projects at all levels of education, which should be customized with language and use of tools appropriate for each age and level of knowledge.
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Palavras-chave
Representações sociais , Dinheiro , Investimento , Endividamento , Práticas sociais , Educação financeira , Social representations , Money , Investiment , Indebtedness , Social practices , Financial education