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Características motivacionais e opções curriculares no Ensino Básico: Educação tecnológica vs. 2.ª língua estrangeira
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Authors
Advisor(s)
Abstract(s)
O presente artigo pretende comparar as características
motivacionais em alunos do 3.º ciclo (7.º e 9.º
anos) com diferentes opções curriculares (2.ª Língua
Estrangeira vs. Educação Tecnológica). Deste modo, é
nosso objectivo apresentar, a partir da legislação existente
no nosso país, o papel que a disciplina de Educação
Tecnológica tem no 3.º ciclo da escolaridade básica
e o porquê de, em nossa opinião, existir, no que
respeita a esta disciplina, uma carga eminentemente
negativa.
Em seguida, procuramos caracterizar os alunos
que optam pelas duas disciplinas consideradas, realçando
algumas das características motivacionais e sociais
que influenciam essa escolha e que acompanham
e diferenciam claramente os alunos ao longo do 3.º
ciclo.
Os resultados de estudos diferenciais indicam que
os alunos de 2.ª Língua Estrangeira apresentam maiores
índices de auto-conceito académico e não académico,
bem como concepções de inteligência mais dinâmicas
e expectativas de auto-eficácia académica mais
elevadas comparativamente com os alunos de Educação
Tecnológica, quer no 7.º quer no 9.º ano de escolaridade.
Finalmente, é nosso objectivo colocar em evidência
a importância do papel do grupo-turma no contexto
escolar, no sentido de evidenciar as diferenças grupais
que se estabelecem dentro da escola, local onde o direito
à igualdade de oportunidades no sucesso escolar
se encontra consagrado na Constituição, e onde a diferença se deve instituir como fonte de enriquecimento
e desenvolvimento pessoal e colectivo.
Palavras-chave: Auto-conceito, auto-eficácia, concepções
pessoais de inteligência, opções curriculares,
educação tecnológica, língua estrangeira.
ABSTRACT: This article aims to compare the motivational characteristics of 3rd cycle students (7th and 9th grades) with different curricular options (Second Foreign Language vs. Technological Education). This way, our aim is to present the Technological Education role in the 3rd cycle of the compulsive Portuguese education system, taking in consideration the existing legislation, and try to explain the reasons for the generalized negative perceptions of this curricular option. Next, our goal is to characterize the students who choose either one or the other curricular option and enhance some of the motivational and social characteristics that influence that choice and which clearly differentiate the 3rd cycle students. The results of the differential studies indicate superiority of the Second Foreign Language students in academic and non-academic self-concepts, in personal conceptions of intelligence (more dynamic), and also in their self-efficacy expectations, in comparison with Technological Education students, for both 7th and 9th graders. Finally, we try to emphasize the role of school class in the enhancement of group differences within school, institution where the right for equal opportunities in academic success is well established in the Portuguese Constitution, and where the difference should represent a way of enhancement and personal and collective development.
ABSTRACT: This article aims to compare the motivational characteristics of 3rd cycle students (7th and 9th grades) with different curricular options (Second Foreign Language vs. Technological Education). This way, our aim is to present the Technological Education role in the 3rd cycle of the compulsive Portuguese education system, taking in consideration the existing legislation, and try to explain the reasons for the generalized negative perceptions of this curricular option. Next, our goal is to characterize the students who choose either one or the other curricular option and enhance some of the motivational and social characteristics that influence that choice and which clearly differentiate the 3rd cycle students. The results of the differential studies indicate superiority of the Second Foreign Language students in academic and non-academic self-concepts, in personal conceptions of intelligence (more dynamic), and also in their self-efficacy expectations, in comparison with Technological Education students, for both 7th and 9th graders. Finally, we try to emphasize the role of school class in the enhancement of group differences within school, institution where the right for equal opportunities in academic success is well established in the Portuguese Constitution, and where the difference should represent a way of enhancement and personal and collective development.
Description
Keywords
Auto-conceito Auto-eficácia Concepções pessoais de inteligência Opções curriculares Educação tecnológica Língua estrangeira Self-concept Self-efficacy Personal conceptions of intelligence Curricular options Technological education Foreign language
Citation
Analise Psicológica, XIX(3), 417-433.
Publisher
Instituto Superior de Psicologia Aplicada