Identity representations of the financially educated individual in the didactic material of the National Strategy for Financial Education for high school
DOI:
https://doi.org/10.47456/cl.v16i33.37635Keywords:
Financial literacy, Identity, DiscourseAbstract
This article aims to analyze the discursive construction of financially educated individual’s identity in a textbook of the National Strategy for Financial Education didactic material for high school. For that, we use the theoretical-methodological framework of Critical Discourse Analysis (CDA). We adopted as linguistic category of analysis the lexical units that refer to the actions and projects of the subjects. Our results demonstrate that the identity construction of the financially educated young person is permeated by the individualization of problems and challenges, attributing solely to subject the responsibility for the choices that will determine your own financial well-being, of their family and society.
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