O que é um aluno motivado? Reflexões a partir dos relatos de cinco professores de instrumento musical
DOI:
https://doi.org/10.26694/caedu.v5i1.3123Palavras-chave:
Ensino de instrumento musical, Motivação, Teoria da Autodeterminação, Motivação autônoma, Educação musicalResumo
Professores de instrumento musical costumam reconhecer alguns aspectos da motivação dos alunos. No entanto, não conhecemos as opiniões dos professores sobre a motivação dos alunos, especificamente o que eles consideram um aluno motivado ou desmotivado. Para apoiar este estudo, adotamos a perspectiva da Teoria da Autodeterminação, que define motivação autônoma como alta qualidade de motivação e motivação controlada como baixa qualidade de motivação. A partir disso, buscou-se saber o que os professores de instrumento musical entendem por alunos com motivação de alta e baixa qualidade. Foi realizado um estudo de abordagem qualitativa, a partir de entrevistas com cinco professores de instrumento musical. Como resultado, os professores reconhecem alguns traços relevantes de motivação, tanto em aspectos positivos como negativos. Para motivação de alta qualidade, os professores destacaram interesse, esforço, curiosidade e identificação com a tarefa. Para motivação de baixa qualidade, os professores enfatizaram a obrigação de frequentar as aulas, comportamentos de ausência, alienação e falta de interesse. Os professores, no entanto, não mencionaram outros aspectos motivacionais relevantes, tais como as crenças na própria capacidade, as estratégias de estudo e as atribuições causais. Isso indica que poderia ser produtivo abordar as teorias da motivação na formação do professor de música.
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