Propostas (in)convenientes: transpassando a opacidade do discurso sobre a educação financeira na escola

Abstract

This paper seeks to present an interpretative gesture on the intersections and direc-tions of private discourse, conveyed by Cooperative Credit System (Sicredi), and public discourse, conveyed by the Ministry of Education, about financial education at school, explaining the effects of meaning produced in/by the proposals in both segments (private and public). To this end, we re-sorted to the theoretical and analytical device of Discourse Analysis, henceforth AD, of the French line, through which we proposed two analytical entries: first, an image present in an intervention of the Sicredi aimed at teachers and, secondly, images related to posts on the Instagram page of the Ministry of Education of Brazil (@mineducação).