Fatores motivacionais à prática das aulas de educação física dos estudantes do ensino médio, das escolas públicas estaduais da cidade de Humaitá/AM

Abstract

Motivation is a psychological phenomenon that affects behavior in all spheres of human action. The domain about its characteristics can be a strong element of support to the process of teaching-study-learning in the field of school education. This research work in the Teaching of Sciences and Humanities, carried out within the scope of PPGECH / UFAM, had as objective to analyze the motivational factors to the practice of Physical Education classes demonstrated by the high school students in the city of Humaitá-AM. It was a cross-sectional study, of mixed nature (qualitative and quantitative), with descriptive objectives and as data source classified as bibliographic research and field research. To meet the proposed objectives, we will use a non-probabilistic sample for convenience, composed of high school students from public schools in the city of Humaitá, Amazonas and Physical Education teachers working in High School. The instruments used were the intrinsic and extrinsic motivation questionnaire in nationally validated Physical Education classes proposed by Kobal (1996), the semi-structured interview with the Physical Education teachers and the non-participant observation. After the approval of the project by the ethics committee, the data were collected, treated with support of a statistical program and analyzed with basis in the content analysis of Bardin (2011), which allowed to verify different categories in positive and negative perceptions of the students, in Physical Education classes in schools. The results showed that the majority of the students are in the age range; has a good average grade and little disapproval in his student trajectory. The issue of infrastructure has shown the precariousness and scarcity of specific materials, but they consider Physical Education important and see in their practice a positive aspect regarding school development, but there are contradictory situations that discourage their practice. Female students, third grade students and school 2 (E2) students were more intrinsically motivated for Physical Education classes than extrinsically. As for the teachers, it was evidenced that the majority have recent formation and develop their teaching in public schools; have effective and temporary ties, have a few years of career and are hired with 40h. In terms of infrastructure, most report that space is more adequate, and often because of lack of adequate materials, they reduce the quality of Physical Education classes. The content worked showed priority in the sport and its difficulties are the lack of time to develop the training of sports modalities for school games. It has been shown that teachers are motivated intrinsically, satisfied and enjoy the profession, but there are those who feel unmotivated by the devaluation of the discipline in the school context, but emphasize that it has its importance for the students. Therefore, it is evident in this study that Physical Education has an important role in the integral formation of students, but it is the teacher's task to conduct in their Physical Education classes, appropriate and privileged moments for students to participate and interact in the pursuit of learning significant. To achieve success, in this sense, motivation, is a prime factor for the success of their goals in their pedagogical practice.