Resumen

MACHADO DO NASCIMENTO, Lorena  y  STEREN DOS SANTOS, Bettina. Motivational processes of Pedagogy course students and their relationships for the stay at the university. InterCambios [online]. 2021, vol.8, n.1, pp.80-89.  Epub 01-Jun-2021. ISSN 2301-0118.  https://doi.org/10.29156/inter.8.1.9.

Higher education adjustment and transformation processes have been structured through expansion, access and policies in Brazil. In view of the fact that such policies encourage the entry of people from disadvantaged social segments, the institutions are facing great challenges in serving these students. Therefore, it is necessary to analyze the conditions of permanence of the students, in the entire context that they are inserted, from the motivation factors, because according to Huertas (2001) motivation is always the result of an interaction between the person and the environment and it can be generated by needs and interests, or by external processes. To this end, the study proposed here sought to identify which aspects of the motivational process of students in the Pedagogy course are related to their permanence in higher education, through a quanti-quali research, which used an instrument composed of two questionnaires (socio-demographic and questions about permanence) and the Academic Motivation Scale (EMA) (Vallerand et.al, 1992, lickert scale), with 90 students in the Pedagogy course at a community institution in southern Brazil. The analysis found that the motivational processes of students are involved by intrinsic aspects. The main factors influencing permanence were the relationship with professional training and expectations regarding the valorization of the chosen profession. It is worth noting the very strong presence of working students, families with little education, women, low income and heads of family that characterize this sample, as well as the non-participation of students in academic life and their university integration. This study initiates a reflection on the institutional policies that can subsidize the assistance to students, in order to contribute to the permanence and equity in higher education. In addition to stimulating the development of institutional strategies in relation to reducing dropout, with special attention to the heterogeneity of university student access profiles.

Palabras clave : motivational processes; higher education; permanence; students.

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