Motivational aspects in the national curriculum guidelines: focus on the initial training of chemistry teachers

Abstract

This investigation had as objective verifying the representativeness of motivational aspects in teaching guideline documents, especially in Chemistry. To do it, we adopted the sociocognitive perspective of motivation as the foundation of the analysis. In this paradigm, we considered, more specifically, the Self-determination Theory, which presupposes the autonomous quality of motivation results from the balanced interaction between the subject’s internal demands and the context in which is inserted, resulting in the well-being, interest in learning and improve in academic performance. In face of this, we analyzed the Diretrizes Curriculares Nacionais (DCNs) of Teacher Training and of Chemistry Teachers, and also Projetos Pedagógicos de Cursos (PPCs) of Chemistry Graduation of two Federal institutions of Higher Education in Manaus. With this objective, we departed from a protocol of Document Analysis, systematizing the data from the Discursive Textual Analysis. The results demonstrated good representativeness of the motivational aspects analyzed in the DCN/2019, and a lack of socioemotional politics in the DCN of Chemistry teacher training and PPCs. About the latter, there is a pressing need of them being updated and effectively dialoguing with the current needs in Basic Education, presenting guiding principles which involve the motivation and formative needs harnessed to the socioemotional practices. Lastly, we highlighted the relevance of the study, to generate reflections and subside understanding about the motivation in the formation of Chemistry teachers, collaborating to the debate about subjects turned to the psychological well-being during the teacher training and actuation.