Navegando por Assunto "Motivation"

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Aspectos motivacionais de aprendentes de Língua inglesa: um estudo de caso sob a perspectiva sociodinâmica
(Universidade Federal do Pará, 2020-07-13) CARVALHO, Luiza Moreno; MAGNO E SILVA, Walkyria Alydia Grahl Passos; http://lattes.cnpq.br/6129530461830312
Studies in the field of language teaching and learning point to motivation as an important factor for success in learning, since it constitutes the driving force of the learner during the long process of learning. Motivation has increasingly been characterized as a dynamic and complex phenomenon, which involves, among other aspects, the individual’s view of the self as a learner and as a speaker of the target language. With this in view, this research aims to investigate the relationship between the learner's view of his L2 self and the influence of motivational agents in the emergence of possible selves within their L2 motivational self system. In order to do so, this work was based on the theoretical framework of the socio-dynamic phase of motivational studies, such as the relational view of motivation, self and context (USHIODA, 2009), the L2 Motivational Self System (DÖRNYEI, 2009) and the view of motivation as a complex dynamic system (HENRY, 2015). The theories of the socio-dynamic phase offer a new perspective of investigation and analysis of the motivation in a systemic view, which emphasizes the multifaceted character of this construct. A qualitative interpretative longitudinal research was conducted in the form of a case study carried out over eight months. Ten undergraduate students pursuing a Bachelor’s Degree in Tourism of the Universidade Federal do Pará (UFPA), in Belém, were investigated. Data were generated through learning narratives, open and closed questionnaires, and interviews. Each instrument used consisted in one of the phases of this study. Results present evidence of the influence of four groups of motivational agents, namely teachers, family, friends and classmates, on the dynamics of learners’ possible selves. Among the dynamic processes observed, there were changes in elaboration and vividness of image of the ideal self, as well as in its availability and accessibility; and changes triggered by the interaction with other self-concepts. The main sub-processes observed were social comparison (characteristics of motivational agents the learner would like to have), changes in learners’ selfperception, self-assessment and reinterpretation/re-signification of past and ongoing learning experiences. The agents influenced learners’ L2 motivational self system either by triggering changes in the image of the ideal self or by activating it, as well as by bringing up the responsibilities and commitments held by the ought-to self image.
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Desenvolvimento profissional docente de mestrandos em perspectivas do ensino por investigação em um clube de ciências da UFPA
(Universidade Federal do Pará, 2019-03-07) ROCHA, Carlos José Trindade da; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
In this research, we sought to investigate the Teacher Professional Development (TPD) from a inquiry perspective by Master's professors of the Graduate Program in Education in Sciences and Mathematics (PPGECM) from the Federal University of Pará (UFPA) who carried out several researches at the Professor Dr. Cristovam Wanderlei Picanço Diniz Science Club, of UFPA/Campus Castanhal.To do so, we seek to analyze their formation experiences in association with their intermediation with their research objects. Methodologically, from a qualitative approach and participant research characteristics, we sought to answer in which way, from the construction of research from the teaching by investigation perspective, the aspects of protagonism, reflections and interventions for the TPD are verified. The empirical field, characterized by the practice communities were the PPGECM/UFPA and the Professor Dr. Cristovam Wanderlei Picanço Diniz Science Club, having two master professors (PMe1 and PMe2) selected for investigation. In order to build up the information, participant observation, questionnaire, interview and checklist were used. In this context, we explore theoretical contributions on teachers' training and TPD in Vaillant and Marcelo (2012), building a socioepistemic topography, based on Fleck (1994), about teaching by investigation throughout the 20th and 21st centuries in Brazil, based on the Theory of Activity thesis, conceived by Leontiev (2004) and Engeström (2001). From the contents analysis, five categories and thirteen subcategories of analysis emerged, in which we evidenced a TPD with significant learning occurred by Master's teachers' engagement, marked by motivational factors, interventions as investigative subjects and the impediment and parsimony during the research construction process, with reflections and reality intervention, conceiving the PPGECM and the Science Club as investigative practice communities and of self-education, linked with the training process of Doing and Being investigative. The difficulties, needs and future perspectives of PMe1 and PMe2, who sought TPD through mastery, may be qualified in the process of transforming teachers into adaptive specialist instructors, referred to the need for willingness to change their learning, with investigative actions planning, more support to scientific writing and the dissemination of results that come to the fore opportunities to experience, from the inside, the academic experience to be lived in deep and articulated research between teaching by investigation and the professional practices, provoked by the desire to develop with professionalization, professionality and professionalism.
Acesso aberto (Open Access)
A motivação como produção de sentidos subjetivos: pedagogia de projetos no ensino e aprendizagem de ciências
(Universidade Federal do Pará, 2017-04-25) CASANOVA, Marcello Paul; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/ 0000-0003-1307-1249
The motivation to learn is a permanent concern of educators and researchers. Among the teaching approaches designed to motivate students stands out the Project Pedagogy, which values the student as protagonist of their learning. Despite the importance attributed to motivation, the researches carried out do not always explain a theoretical-methodological reference to deal with the subject. Often, the motivation is thought as a direct result of the activities planned by the teacher and the cognitive and affective factors involved in the process are understood in a dichotomous way. I defend the thesis that González Rey's Theory of Subjectivity expands our understanding of the motivation to teach and learn Sciences in the context of Project Pedagogy, by enabling the interpretation of configurations of complex, singular subjective senses that emerge in different contexts. To support this statement, I carried out two studies on the motivation to teach and learn, based on this theoreticalmethodological approach, in order to understand the subjective configurations of the subjects in relation to teaching or learning with projects. In the first one, I analyzed the subjective senses of a Science teacher to work with projects. In the second, I analyzed the subjective senses of a group of students involved in a theater project at school. The information was constructed through phrase complements, writing, observations and informal conversations. The subjective senses were interpreted from the indicators constructed in the research, constituting case studies of the participants. Both in the study with the teacher and in the study with the students, I understood the motivation of the subjects as resulting from configurations of complex and singular subjective senses that do not depend only on the current situation, but take into account their past experiences and interactions with other people, in other contexts. These results support the thesis that the Theory of Subjectivity makes an important contribution on the understanding of the motivation to teach and to learn Sciences in the context of Project Pedagogy, with important implications for research in the area, for teaching and for teacher training.
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Motivação e engajamento no trabalho: uma pesquisa com servidores da educação superior
(Universidade Federal do Pará, 2023-05-11) RODRIGUES, Rômulo Augusto Parente; MATTOS, Carlos André Corrêa de; http://lattes.cnpq.br/3337808570398709; https://orcid.org/0000-0002-3027-7479
Motivation is a construct that has been studied for decades and is characterized as a driving force that boosts people to make personal efforts to achieve something. Engagement at work, on the other hand, concerns the worker's immersion in his organizational role, when expressing himself physically, cognitively, and emotionally throughout his work activity. Thus, motivation and engagement at work stand out for organizational performance. Considering this aspect, this yresearch aims to analyze the motivation and engagement of public education workers in Federal Institutions of Higher Education (IFES, Brazilian acronym) in the Pará State, Brazil, and to identify the connection of constructs. For this purpose, the Work Preference Inventory (WPI) scale was used to measure motivation, and the Utrecht Work Engagement Scale (UWES) was used to measure work engagement. The survey method with treatment of quantitative data used the Structural Equation Modeling. The questionnaire was applied using the SurveyMonkey® digital platform. The results confirmed the study's hypotheses that there was an influence of extrinsic motivation on intrinsic motivation and of extrinsic and intrinsic motivation on engagement at work, showing that workers motivated by both internal and external reasons are more engaged in their work activities and that organizational strategies that encourage worker motivation are beneficial at both the individual and organizational levels.
Acesso aberto (Open Access)
Motivação e imaginação no contexto da prática pedagógica e na aprendizagem em química
(Universidade Federal do Pará, 2023-06-02) SANTOS, Priscilany Cavalcante dos; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
The objective of this research is to understand how comprehensive and/or creative chemistry learning is subjectively configured, in the context of investigative practices. The construction of the research theoretical model was based on the principles of Qualitative Epistemology, proposed by González Rey (2005). Such principles relate to knowledge production processes, highlighting the constructive-interpretive character, the interactive character (dialogue) and the singularity. For the construction of the information, instruments such as informal conversations, interviews, videos and images of school actions, written records and the technique of completing sentences were used, based on the hypotheses elaborated in the course of the research. Max's case study and the analysis of the pedagogical practice made it possible to elaborate principles with the intention of contributing to the students' learning. Such principles include curiosity as a guiding principle to encourage imagination, investigative practice as a promoter of imagination and the creation of a pedagogical strategy in teaching and learning in chemistry. In addition, the construction of a pedagogical practice that favors learning includes spaces for dialogue, partnership relationships and knowledge production that allow understanding the student's motivations in the context of learning as a subjective production.
Acesso aberto (Open Access)
O movimento sindical dos trabalhadores e trabalhadoras rurais no nordeste paraense: as motivações dos participantes em Tomé-Açu
(Universidade Federal do Pará, 2022-01-25) MORAES, Lucas Gabriel da Silva; SCHMITZ, Heribert; http://lattes.cnpq.br/2294519993210835
The Rural Workers' Union Movement (MSTTR) is one of the main collective actions organized in favor of the fight for better living and working conditions in rural areas. In the Northeast region of Pará State, the fight for rights in this category began in the mid-1950s, with the creation of the first farm workers organizations in the region and, later, with the institutionalization of the fight in 1962. Part of the demands of rural workers were rights that urban workers already had, whether they were: health, social security, labor laws and decent wages, in addition to the main demand, agrarian reform. These and other objectives guided collective actions within the scope of the MSTTR which, in turn, constituted the current structure of representation of rural workers. In Tomé-Açu, the Rural Workers’ Syndicate (STTR) was, for at least 35 years, the only organization that defended the category and represented its interests. This reality has changed since 2006, with the creation of the Tomé-Açu Family Farmers’ Syndicate (SINTRAF) and the Tomé-Açu Rural Employees’ Syndicate (SINDTER), in 2016, changing the dynamics of participation, affiliation and collective actions within the scope of the MSTTR. In relation to these dynamics, the literature of social movements has shown that collective action is not an easy task and may depend on a series of factors to materialize itself, as an example, the motivations. Within this context, the present work aims to identify the motivations for the participation of rural workers in the MSTTR, more specifically, in the Tomé-Açu STTR, in Northeast Pará, trying to analyze its trajectory and the current challenges that are imposed on the collective action. The methodology used started from a qualitative approach using the content analysis technique. During data collection, 34 interviews were carried out with syndicate leaders and rural workers, members and non-members who participate in any of the three rural syndicates in Tomé-Açu. The results of the study showed two bases of motivation, one of them being material, linked to the services and benefits of the syndicate, with rural retirement being the main one; and the other immaterial, being highlighted the syndical representativeness. Among non-members, land was the central motivation, exemplified in the case of the collective action carried out in the Mancha Negra camp. In the process of mobilizing new members, the role of leaders proved to be fundamental, both within the syndicate itself, through the figure of the president, and in the local context, through the action of syndicate delegates. As for the current challenges, signs of a crisis in the STTR were identified, which takes place within the scope of collective actions and reflects the problems that occur in the administration of the syndical organization, with the maintenance of power in the hands of the same group for many years, the prioritization of utilitarianism in the syndicate and the lack of new leaderships who could initiate a renewal of the current management.