Processos motivacionais de estudantes do curso de pedagogia e suas relações para a permanência na universidade

Abstract

In Brazil, since the 1990s, higher education policies have been conceived and implemented that imply significant changes, both in public and private universities. Faced with this, higher education is in the process of effervescence and transformation in the face of multiple determinations and conflicts present in the restructuring of it. These processes of adjustment and transformation of higher education have been structured through a growing expansion process of access and entry through programs and public policies implemented by the Federal government. It is perceived that, faced with a reality of great possibilities for access and entry into Higher Education, it is also necessary to ensure the permanence of students, since according to data from the Higher Education Census (BRASIL, 2016) in 2016 they entered the Higher Education 8.048.701 students with enrollments in different courses, of these more than 6 million in private institutions. But in that same year, only 1.169.449 students have completed undergraduate studies. In other words, you will notice that the number of entrants is growing each year, but the number of students who complete higher education does not follow the same growth. Faced with this reality, it is necessary to analyze the conditions of residence of students, in the whole context which are inserted from the factors of motivation, because according Huertas (2001), the motivation is always the result of an interaction between the person and the environment and can be generated by needs and interests, or by external processes, as rewards or punishments. Therefore, the study proposed here seeks to identify which aspects of the motivational process of students of the Pedagogy course are related to their permanence in Higher Education, through quanti-quali research, which used a research instrument composed of two questionnaires (social demographic and permanence issues) and the Academic Motivation Scale - EMA (VALLERAND et al., 1992) (lickert scale), with 90 students from the Pedagogy course of a community institution in southern Brazil. The analysis of the data found that the motivational processes of the students are more involved by intrinsic aspects, although the extrinsic factors are present when analyzing the items of the scale individually. It was also identified as main factors of influence in the permanence the relations with the professional formation and expectation regarding the valorization of the chosen profession. In this context, there is a very strong presence of working students, families with low levels of education, women, low income and heads of families that characterize this sample, denoting special attention on the part of the institution regarding the participation of this student in the academic life and its university integration. In this way, this study begins a reflection on the institutional policies that can subsidize the assistance to the students, to stimulate the permanence and the equity in Higher Education.