Abstract

The widespread of atypical contracts on the labour market and the contraction of welfare state have made more difficult to imagine and plan coherent and linear work and life careers, especially for younger generations. As a result, youth are experiencing and perceiving a high level of uncertainty in their life trajectories and have to imagine strategies to cope with it. Uncertainty is understood as a condition in which it is not possible to associate a probability to the occurrence of future events. Within this frame, the article analyses the implementation of a workshop on economic literacy for primary school that was experimental in design and implementation. ‘Count and Tell’ is focused on the issue of uncertainty besides the concepts of risk and forecasting and combines reading and art in order to stimulate child’s representations, reflections and elaboration on the issue of uncertainty. The paper combines ethnographic observation, focus-group with teachers and analysis of child’s storytelling about uncertainty. The aim is contributing to the debate on concepts and methods used in the programs directed to economic socialisation, highlighting the relevance of social sciences in order to give a more complex view about the configuration of social risks in contemporary society