O fenômeno da retenção escolar e a motivação na concepção dos discentes dos cursos técnicos integrados ao ensino médio dos campi Amajari e Boa Vista Zona Oeste- Instituto Federal de Roraima

Abstract

This dissertation was developed with the objective of investigating the factors that cause and favor the phenomenon of school retention of the students in Technical Courses Integrated to High School in Amajari Campus and Campus Boa Vista West Zone of the Federal Institute of Roraima. In addition, it was also sought to analyze the motivational level shown by the students of the technical courses integrated to high school of both campuses during the study period. The participants of this research composed two groups of students enrolled in the 2nd and 3rd year of technical courses integrated to High School offered by the two campuses. The first group (G1) was composed of students who were retained in one or more grade during the years 2014 to 2017 and were still enrolled in Technical courses integrated to High School in the period of data collection. The second group (G2) was composed of students enrolled in the Technical courses integrated to High School that were in the normal flow. Both groups compose a sample of 88 students. The instrument for data collection was a semi-structured questionnaire and an Academic Motivation Scale (AMS). The AMS data was tabulated and analyzed using descriptive statistics for socio-educational aspects. As for the variables age, gender and campus, it was applied the Student's t-test, bilateral, with independent samples and Analysis of Variance (ANOVA) with significance level of 5%, through the free software package BioEstat version 5.3. The results of this study demonstrate that it is in the first year of enrollment, that is, in the 1st and 2nd grade, that occurs the highest number of school retention in the two campuses surveyed. As for the factors that may have favored retention, students highlighted individual factors such as "lack of interest", "lack of dedication", "lack of attention", "personal problems and problems with the class", "difficulties to follow content / class "and" family problems ". Many of these factors may be related to the lack of content from Elementary Education, generating a great heterogeneity as for the students' level of knowledge. The lack of mastery of curricular components can trigger in the student a process that begins with the demotivation and can culminate in school dropout. In view of these issues, we emphasize that there is a need for IFRR to strengthen the educational policies developed, such as increasing the number of staff to carry out psychosocial and pedagogical follow-up, strengthening the police of Leveling and tutoring classes and Reinforcing the police of Student Assistance, since Teaching Middle Integrated, having in mind that the integrated high school education, specially the one offered on integral modality, requires of student a financial support they often don't have. Regarding the motivational questions, the results pointed out that extrinsic motivation is more predominant in relation to the intrinsic motivation among the students, however, it was not possible to identify a significant difference on their motivational levels. We emphasize that in terms of motivation, the results of the study reflect the present moment in the school history of the students who composed the sample, being not possible to state that all the students on integrated to High School courses are demotivated.