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Abstract(s)
A presente investigação teve como objetivo analisar as perceções de alunos do ensino básico e secundário sobre o que os motiva e desmotiva na aprendizagem. O estudo seguiu uma abordagem qualitativa, recorrendo, através de um guião semiestruturado, a seis grupos de discussão focalizada, realizados em quatro escolas privadas. No total, participaram 45 alunos do 5º ao 12º ano (20 do sexo masculino e 25 do sexo feminino), com idades compreendidas entre os 10 e os 18 anos. A análise dos dados seguiu uma abordagem semi-indutiva de codificação e categorização através do software de análise qualitativa NVIVO. Os resultados sugerem que, segundo as perceções dos alunos, tanto os fatores de motivação como os de desmotivação se organizam em três grandes dimensões: professor, aluno e conteúdos. A dimensão professor surge como a mais prevalente, reforçando o papel fundamental que este assume na motivação do aluno na aprendizagem. Tanto na motivação como na desmotivação, destacam-se na dimensão do professor as práticas pedagógicas, nomeadamente a forma como o professor leciona (no caso da motivação) e a reduzida interação professor-aluno (no caso da desmotivação). São discutidas as implicações para a prática educativa e apresentadas sugestões para futuras investigações.
The following investigation had as a main goal to analyse the perceptions of middle school and high school students on what motivates and demotivates them when it comes to learning. The study followed a qualitative approach, resorting to, through semi structured guidelines, six focus groups, in four different private schools. In total, 45 students participated in this study, spanning from 5th grade to senior year (20 males and 25 females), aged between 10 and 18 years old. The analysis of the resulting data followed a semi inductive approach to its coding and categorization through NVIVO (a qualitative data analysis software package). The results suggest, that according to students’ perception, both motivation and demotivation are centralized in three main dimensions: student, teacher and study contents. The teacher dimension is the more prevalent, reinforcing the fundamental role teachers have in motivating the student to learn. Both in motivation and demotivation, pedagogical practices standout in the teacher dimension, namely the way the teacher teaches (motivation) and the reduced teacher-student interaction (demotivation). The implications for the educational practice are discussed and suggestions for future research are presented.
The following investigation had as a main goal to analyse the perceptions of middle school and high school students on what motivates and demotivates them when it comes to learning. The study followed a qualitative approach, resorting to, through semi structured guidelines, six focus groups, in four different private schools. In total, 45 students participated in this study, spanning from 5th grade to senior year (20 males and 25 females), aged between 10 and 18 years old. The analysis of the resulting data followed a semi inductive approach to its coding and categorization through NVIVO (a qualitative data analysis software package). The results suggest, that according to students’ perception, both motivation and demotivation are centralized in three main dimensions: student, teacher and study contents. The teacher dimension is the more prevalent, reinforcing the fundamental role teachers have in motivating the student to learn. Both in motivation and demotivation, pedagogical practices standout in the teacher dimension, namely the way the teacher teaches (motivation) and the reduced teacher-student interaction (demotivation). The implications for the educational practice are discussed and suggestions for future research are presented.
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Keywords
Perceções de alunos Motivação Desmotivação Aprendizagem Grupos de discussão focalizada. Perceptions Students Motivation Demotivation Learning Focus group