ESEG students visit the B3 Museum – Brazilian Stock Exchange.

In another initiative aimed at bringing ESEG students closer to the market environment and expanding their classroom perspective, a guided tour of the B3 Museum – the Brazilian Stock Exchange Museum – was held on October 25th.

The initiative was scheduled to complement the classroom content for students with more practical observations and external commentary. "Students of Business Administration, Economics, and Computer Engineering were able to learn about the history of the stock exchange, the types of work that the exchange concentrates on at the current B3 (Brazilian Stock Exchange), and the various operations that have evolved, both organizationally and physically structurally, strongly aligned with the development of the financial market and the country's economy," said Professor Karen Ayala.

The visit began with the guide demonstrating how transactions worked back then, allowing the... The students were able to handle the trading floors that were there, as well as learn about the emergence of a stock exchange at that time, in response to the needs of society. Next, other sections of the museum were presented, where relics from different eras were displayed, showing how the work of trading and brokerage firms developed over time. Furthermore, they understood the need for the stock exchange to evaluate commodities in that market, which was not yet digital. After the mergers, the students had the opportunity to enter the IPO (Initial Public Offering) simulator, where entrepreneurs today actually go to try to launch their shares on the market and achieve their financial goals. They were also able to see the trading floor that was used in the past and that today serves for such IPO negotiations.

The initiative, supported by the Faculty, was encouraged by Professor and Coordinator José Guilherme Ferraz, as well as by the other course coordinators. All of them demonstrated great interest in holding more events and visits like this, as they allow students to connect the classroom with its theories and the real world with its practices. 

“Learning about this history, as well as experiencing it through the artifacts displayed during the storytelling session, was of great importance for the students to connect reality with the theories seen in the classroom and understand how it all began. The activity was very valuable, especially considering that the vast majority of students are in their first years of undergraduate studies, as I believe this will facilitate the understanding of other themes related to both the country's economic development and financial markets and products, and how all of this can be perceived firsthand by them in their analyses,” Karen concluded.