Abstract:

The lack of motivation that students demonstrate in relation to school activities is a factor that has worried constantly, parents, researchers and the educators at the moment. This lacks of interest in school learning is justified due to the technology invasion in schools and in almost all homes, in which teenagers are embedded. However, the pedagogical practices don’t motivate enough young people to learn. Also, to understand the motivation as a human process means to know the individual and its own characteristics, it also implies to comprehend the development and learning that happens throughout life. This is complex and it integrates intrinsic, as well as extrinsic interests of individuals. Motivation is a process that every human being learns in different ways, because of their interpersonal and intrapersonal relations. Thus, motivation could be considered as a dynamic and complex process, independent of individual teaching practices in classroom. So, the great task in the educational field depends on teachers to adopt some strategies that stimulate students during the schools activities. From this point of view, the way that teachers works and guides his students, since the beginning to the end of the class, interferes positively or negatively in the students’ motivational process. Based on these concepts, we dedicate to the study of the motivational process of student in educative settings, we seek to identify and understand the ideas about these individuals and the motivation that lead them to go to school, and relate them to the methodology used by teachers and the uses of technology. The present study was applied in three schools in Porto Alegre city (Brazil - RS). The methodology applied was QualiQuanti, which the main goal is to diagnose the elements of the motivational process in educational practices and the use of computer in these schools. Among the reasons that lead students to go to school, it was clear in relation to the similarities, that all students attend classes in search of socialization. Students of private schools emphasize the importance of interaction with others, on the other hand, in the public school, besides the interaction, they emphasize the relationship with teachers as a motivational aspect. Regarding the use of students’ knowledge about computer, major of them say that the school does not use this student’s knowledge. It was noted that in both public schools the students want more computer classes. In relation to the discrepancies, the collected data showed that private schools students attend classes, initially, because of the socialization; and they point as an important factor they go to school is the obligation determined by parents, since the school is paid. Thus a significant number of private school students replied that anything motivates them to go to school. It was noted that the lower the socioeconomic students’ level, the better the desire to attend school and, therefore, the motivation to do the school activities of teaching and learning. Above all, the teacher’s role is to promote the intrinsic reasons and to facilitate the motivation development for learning, uncovering the personal reasons, which can mobilize teenagers strive to learn, not just to obtain success in school or because it is a social or familiar obligation, becoming an excellent way to transform the educational setting.

Keywords:

motivational process, human being development, adolescence, computers in teh school, school.