Estudo de caso sobre os estilos motivacionais de dois professores do ensino fundamental na modalidade remota
DOI:
https://doi.org/10.15658/rev.electron.educ.pedagog23.11071310Palavras-chave:
Professor do ensino fundamental, motivação (Tesauros); estilo motivacional docente, ensino remoto (palavras-chave sugeridas pelos autores)Resumo
Este artigo explora os estilos motivacionais de professores de duas salas de educação primária de uma instituição de ensino privada da cidade de Lima, no contexto da educação remota realizada no período da pandemia de Covid19. Segundo a Teoria da Autodeterminação de Ryan e Deci (2000), esses estilos referem-se a padrões de ação que estão presentes nas diferentes práticas que realizam os professores para motivar seus alunos. Portanto, o objetivo desta pesquisa é explorar os estilos predominantes com base nas práticas motivacionais utilizadas pelos professores. Este estudo de caso segue uma abordagem qualitativa, coletando informações por meio de observação e uma entrevista. Assim, foram encontradas práticas motivacionais que correspondem aos estilos de estruturação e apoio à autonomia. Dessa forma, conclui-se que o estilo de apoio à autonomia está presente quando se busca um alto grau de participação dos alunos, porém, é o estilo de estrutura que predomina nessas salas de aula, caracterizado pela constante guia e orientação dos professores. Para pesquisas futuras, seria útil incluir um número maior de professores, o que permite extrapolar e generalizar as conclusões.
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