Processos motivacionais docente : a realidade de uma escola privada de educação básica durante a pandemia

• Ano de defesa: 2022
• Autor(a) principal: Oliveira Junior, Lafaiete Luiz de
• Orientador(a): Santos, Bettina Steren dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Motivação; Teoria da Autodeterminação; Covid-19; Ensino Remoto Emergencial
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucrs.br/tede2/handle/tede/10574

The Covid-19 Pandemic brought to the world a new way of life and a new way of doing school. In Brazil, the pandemic has already killed 600,000 people, restricted face-to-face learning and changed the routine of all teachers of the country. Furthermore, in this complex educational context, teacher motivation theory and self-terminating theory are in the center of this study. With the aim of understanding the constitution of thatcher's motivational profiles and how they influence the professional day-to-day during the pandemic and emergency remote teaching, was made a mixed research. Therefore, questionnaires were applied to 36 teachers, with the aim of identifying the motivational profile of the participants and understanding how their motivational scores can provide significant subsidies for the analysis of teachers' motivation, according to the Teacher Motivation Scale by Davoglio and Santos (2016). As a result, this research of mixed nature, carried out the comparison between the scores and the comparison between the values obtained with the elements coming from the theory of self-determination To perform the result analysis, this mixed nature research used the comparative scores between the scores and the comparison of the values obtained with the elements coming from the theory of self-determination. As a result, it was possible to identify that a major part of professionals were closed to self-determination, basic needs of competence, autonomy and belonging profiles. These findings make it possible to understand how the school lived the remote emergency period and its consequences.