Epistemologia da prática pedagógica: buscando compreender a motivação como um fator interveniente de diálogos em sala de aula

Abstract

This work presents an exploratory research that involves high school students’ motivation to learn, under the scope of self-determination theory, as a factor that possibly intervenes in classroom dialogues. The dialogue is presented under a Freireana perspective and in the existence of a Piagetian cooperation state among the counterparts. Thus, the problem of this research was to identify evidence of relations between the dialogue and teaching-learning process, and between the student’s motivation and the viability of having dialogues and communications of great value (both bilateral and multilateral). Fifty-seven students from two first-year high school classes of a public school in Bagé, RS, Brazil, aged between 15 and 17 years old, took part in this study. In order to evaluate the motivational orientation and social interaction in the educational environment, the participants were asked to complete two questionnaires in Likert scale. To answer the guiding questions of this work, a qualiquantitative analysis of the results was conducted, and a way of relating them was constructed. The analysis of the results obtained indicate a relationship between the students' intrinsic motivation and how they interact in the classroom. In addition, the majority of the students expressed high rates of extrinsic motivation through identified regulation, facilitating debates on dialogue strategies alongside this group of students. Further studies could perfect the method of analysis and expand the research sample, as well as verify other factors that could possibly intervene in classroom dialogues.