Investigação da qualidade motivacional de estudantes em cursos de Licenciatura em Química

Abstract

In this study, we sought to assess the motivational condition and satisfaction of the psychological needs (NPB) of chemistry graduates in Manaus and the contextual factors that were influencing these processes. In addition, we verified the representativeness of motivational aspects in teacher training policies, with emphasis on the chemical field. For that, we consider the Theory of Self-Determination, which assumes the autonomous quality of motivation as a result of the balanced interaction between the subject's internal demands and the context in which he is inserted, providing well-being, interest and better academic performance. Motivation is presented as a psychological factor that leads the individual to act and remain in this movement, influencing the quality of their involvement with activities. Linked to this, we guided the study in the mixed approach of research, using the Documental Analysis of the Guidelines of Teacher Formation (DCNs) and Pedagogical Projects of the Degree Courses in Chemistry (PPCs) of two superior public institutions of Manaus, applying a questionnaire with undergraduate students in Chemistry and conducting interviews with professors and students in the mentioned institutions. In data collection, we administered the questionnaire with 58 students and semi-structured interviews with 5 students and 7 professors. To analyze the quantitative data from the questionnaire, we used descriptive and inferential statistics. With regard to qualitative data, derived from documents and interviews, we performed Discursive Textual Analysis. The results of the Document Analysis indicated a good representation of the motivational aspects in the 2019 DCNs and deficiencies in the 2001 Chemistry Teacher Training DCNs. In the PPCs, there was a lack of explicit socio-emotional and motivational policies. Regarding the motivation of undergraduates, we evidenced a prevalent profile of extrinsic motivation due to introjected regulation, a type of controlled motivation that is unfavorable to volitional actions. In the satisfaction of the NPB, the results showed a good perception of competence and belonging of the undergraduates in relation to their colleagues and teachers, however, a significant sense of control. As the main factor that corroborated this feeling of control, we found the teachers' didactic-methodological proposals, which, in the view of the undergraduates, stimulated passivity and obligation. Regarding the perceptions and actions that promote teachers' motivation, we noticed little theoretical and operational knowledge of the construct, with greater concern with the cognitive dimensions to the detriment of the psychological and emotional ones. It was also evident the use of methodological actions aimed mostly at the traditional, especially in the speeches of those who taught curricular components of Chemistry. This result helps to understand the high perception of control found in the undergraduate students' responses. Among the contributions of the study are the importance of developing policies that deliberately deal with emotional and motivational training, the influence of NPB on the motivational condition of undergraduates and, consequently, on the way they see the course, the profession and get involved with the training, and the need for more aware trainers concerned with developing environments that nurture motivational demands, creating motivating teaching and learning spaces. These spaces should help Chemistry graduates to build meaningful and dynamic methodological proposals in their careers, not only as a result of acquiring theoretical skills, but also from their own practical experiences.