O perfil de professores de física e a qualidade motivacional dos alunos do ensino médio da rede pública de ensino básico

• Ano de defesa: 2021
• Autor(a) principal: Sousa, Francisco Antonio de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Semi-Árido; Brasil; Centro de Ciências Sociais Aplicadas e Humanas - CCSAH; UFERSA; Programa de Pós-Graduação em Ensino
• Palavras-chave em Português: Ensino; Educação Básica; Ensino de Física; Atuação Docente; Motivação; Teaching; Basic education; Physics teaching; Teaching Performance; Motivation; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.ufersa.edu.br/handle/prefix/6773

This work had as general objective to evaluate and discuss the motivational profile of teachers of the basic education network of Mossoró and the correlations of this profile with the motivational quality of students in the discipline of Physics. The main theoretical anchors related to the Theory of Self-determination and motivation to learn, which support this research, are based on Deci, Ryan (2000); Bzuneck (2010), Boruchovitch, Bzuneck, (2009); Reeve (2006); Martinelli, Bartholomeu (2007); Coelho, Vieira (2018) Boruchovitch (2008); Pizzani, Barbosa-Rinaldi, Miranda, Vieira (2016); Schwartz (2019) and among others. The methodological guidelines are based on a qualitative data treatment. The methodological foundations of the nature of the research are supported by the arguments of Minayo (1993), Santos Filho and Gamboa (1997), Tozoni-Reis (2009), Richardson (2011). Thus, a field research was developed, based on the arguments of Marconi and Lakatos (2003). Data collection was carried out through the following steps: (1) semi-structured interview with teachers, using the framework of Bzuneck (2010) about the motivational class profile; (2) application of the EMADF - Motivation Scale: Didactic Physics Activities (CLEMENT; CUSTÓDIO; FILHO, 2014) which was carried out through Google Forms, obtaining 119 responses and lastly (3) semi-structured interview with 11 students, for through a script consisting of 15 questions. For the treatment of the data the reference of Bzuneck (2010), the software IRAMUTEQ and content analysis of Bardin (2011) were used. As a result, it was possible to: a) identify the motivational profile of the teachers, b) observe the real motivational profile of the students and how the teacher-student and student-student interaction takes place; c) understand in motivational terms how the students behave in relation to the activities suggested for the discipline of Physics and d) extract categories that indicate the levels of satisfaction of the innate psychological needs (autonomy, belonging and competence) in the students