The idea of work came from three aspects that we consider relevant: a theoretical review of the socio-political perspective of math education, a project of economic and financial education (Colombia) and the context analysis of one school in Bogota. Taking into account the above, it is proposed to work with the students in analyzing the use of a credit given by public service of electricity and energy. This, in turn, will create a learning environment that simulates the real world within the classroom. In that way, we analyze the reflexive and parallel discourses as proposed by Barbosa (2006, 2007) in order to identify possible reflections on the process of mathematical modeling.