Contexto motivacional da educação física escolar da cidade de Maputo: um olhar à luz da teoria bioecológica

• Ano de defesa: 2017
• Autor(a) principal: Sitoe, Selso Ananias
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação Associado em Educação Física - UEM/UEL; UEM; Maringá, PR; Centro de Ciências da Saúde
• Palavras-chave em Português: Educação física - Motivação; Educação física - Escolares - Maputo (Moçambique); Teoria bioecológica; Ciências da Saúde; Educação Física
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/2190

The aim of this study was to analyze the motivational context of secondary school students of the city of Maputo, Mozambique for the practice of Physical Education classes, supported by Bronfenbrenner's Bioecological Theory (1995). Subjects were 789 students from both sexes, aged 13-18, from three secondary schools of Maputo city, along with 07 Physical Education professionals (3 teachers and 4 leaders). The instruments used were: Characterization Profile, Basic Psychological Needs Satisfaction Scale - BPNES, Motivational Regulation of Behaviour Questionnaire in the Physical Education Class - PLOC and a semi-structured interview. Data analysis was performed using the Kolmogorov-Smirnov test, Mann-Whitney's U test (p≤0.05) and content categorical analysis. The results showed that the socio-cultural context of Physical Education was marked by two historical periods, in the first (1927 to 1974) occurred the establishment of the bases for the Physical Education structure valid in Mozambique; in the second (1975 to 2016), four distinct phases were identified, in which (1) the development of specific policies and programs for Physical Education area were observed; (2) The weakening of the Physical Education structure and of the intercultural interactions of the students; (3) The creation of the first Physical Education college in the country and (4) the social and scholarly valorization of Physical Education. As for personal attributes, in general, higher levels of self-determined motivation (Intrinsic and Identified) were evidenced; The first cycle students and the males had a higher rate of self-determination (p<0.01) and the main motivational factors were the identification with the objectives of the class and interest in the class. In the interpretation of the students motivation, according to the context, it was verified that the government of Mozambique developed public policies, capacitation of teachers, implementation of a new regulation of evaluation and sports schoolary championships to foment the motivation of the students; Teachers had promoted lectures on the importance of Physical Education and parents encouraged students to attend classes. Thus, it is concluded that some characteristics (sports schoolary championships, regulation of evaluation, teachers' lectures and parents encouraged) of the socio-cultural context of Maputo determined the motivation of the students in the classes of Physical Education.