"Papai ou mamãe pode me dar uma mesada?" Uma análise sobre alfabetização financeira no PISA 2018
DOI:
https://doi.org/10.1590/1980-53575613imgPalavras-chave:
Pareamento, Letramento financeiro, PISAResumo
Uma das formas de um estudante receber dinheiro é por meio da mesada. Esse mecanismo representa uma forma de os pais premiarem os(as) filhos(as) por bom comportamento, permitindo que os jovens possam fazer a gestão do dinheiro para cobrir despesas extraordinárias ou, ainda, um presente livre de condições. Nesse contexto, o artigo estuda o efeito dessa ação por meio de diferentes modelos de pareamento: escore de propensão (Propensity Score Matching), Ponderação pelo Inverso da Probabilidade do Tratamento (IPTW), Balanceamento por Entropia e Distância de Mahalanobis associado à Regressão Ajustada (RA), chamada de duplamente robusta, sobre o letramento financeiro de jovens usando a base de dados do PISA (Programme for International Student Assessment) 2018. Os resultados mostram que o ganho de mesada é benéfico para todos os jovens, quando ela é não condicionada, caracterizando-se como um presente, contribuindo para o aumento das notas no PISA, em especial para os meninos, e aumentando a diferença entre os gêneros em educação financeira. Além disso, a pesquisa demonstrou que, quando a mesada é condicionada, seu efeito se torna negativo, reduzindo as notas de finanças das meninas. Uma possível explicação é a menor disponibilidade de tempo para estudar, decorrente das atividades domésticas, o que contribui para a redução do desempenho em alfabetização financeira.
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