Financial andragogy and the training of high-performance traders: capital management strategies and economic psychology
Financial andragogy and the training of high-performance traders: capital management strategies and economic psychology
DOI:
https://doi.org/10.51473/rcmos.v1i1.2026.2185Keywords:
Andragogy. Financial Education. Trading. Risk Management. Economic Psychology.Abstract
Financial literacy and technical training for speculative operations in variable income markets represent critical gaps in Brazilian educational formation, resulting in alarming statistics of failure and patrimonial ruin among new individual investors. This scientific article proposes an exhaustive, pedagogical, and multidisciplinary analysis of the application of Andragogy principles (the art and science of helping adults learn) in the intensive training of professional traders and investors, focusing on the systemic integration between technical chart analysis, mathematical risk management, and behavioral emotional control. The methodology adopted is based on a high-density systematic bibliographic review and empirical analysis of case studies from massive mentorship programs, correlating Kolb's experiential learning theories (1984) with the foundations of Kahneman's Economic Psychology (2011). The study is structured into three complex thematic axes, addressing the deconstruction of cognitive biases through continuing education, the architecture of curricula for teaching derivatives, and the importance of automation as a pedagogical tool for discipline. The results indicate that teaching methodologies combining theory, supervised practice, and technological tools (robots) significantly increase the learning curve and consistency of student results. It is concluded that trader training requires a holistic approach that transcends mere chart reading, incorporating the development of strict psychological competencies and defensive capital management.
Downloads
References
FAMA, EUGENE F. Efficient capital markets: a review of theory and empirical work. The Journal of Finance, v. 25, n. 2, 1970.
KAHNEMAN, DANIEL. Thinking, fast and slow. New York: Farrar, Straus and Giroux, 2011.
KAHNEMAN, DANIEL; TVERSKY, AMOS. Prospect theory: an analysis of decision under risk. Econometrica, v. 47, n. 2, 1979.
KNOWLES, MALCOLM S. The modern practice of adult education: from pedagogy to andragogy. New York: Cambridge, 1980.
KOLB, DAVID A. Experiential learning: experience as the source of learning and development. Englewood Cliffs: Prentice-Hall, 1984.
LIVERMORE, JESSE. Reminiscences of a stock operator. New York: George H. Doran Company, 1923.
MARKOWITZ, HARRY. Portfolio selection. The Journal of Finance, v. 7, n. 1, 1952.
PADOVEZE, CLÓVIS LUÍS. Contabilidade gerencial: um enfoque em sistema de informação contábil. 7. ed. São Paulo: Atlas, 2010.
THARP, VAN K. Trade your way to financial freedom. New York: McGraw-Hill Education, 2006.
THALER, RICHARD H. Misbehaving: the making of behavioral economics. New York: W. W. Norton & Company, 2015.
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2026 Cezario Soares da Silva (Autor)
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). This means you are free to:
- Share — copy and redistribute the material in any medium or format.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
The use of this material is conditioned upon proper attribution to the original author(s), providing a link to the license, and indicating if changes were made. The license does not require permission from the author or the publisher as long as these conditions are met.
The Creative Commons license logo is displayed permanently in the footer of the journal.
The copyright of the manuscript can be retained by the authors without restrictions and can be requested at any time, even after publication in the journal.
How to Cite
