Title:	A influência dos itinerários formativos sobre a motivação de estudantes : uma análise sob a perspectiva da teoria da autodeterminação
Authors:	Rodrigues, Jéssica Magalhães
Orientador(es)::	Toledo, Evelyn Jeniffer de Lima
Assunto::	Novo Ensino Médio Teoria da autodeterminação Necessidades psicológicas básicas
Issue Date:	13-Jul-2026
Data de defesa::	20-Feb-2026
Citation:	RODRIGUES, Jessica Magalhaes. A influência dos itinerários formativos sobre a motivação de estudantes : uma análise sob a perspectiva da teoria da autodeterminação. 2026. 129 f., il. Dissertação (Mestrado em Educação em Ciências) — Universidade de Brasília, Brasília, 2026.
Abstract:	Established through Provisional Measure No. 746/2016, later converted into Law No. 13,415/2017, the reform popularly known as the New High School reorganizes the curriculum around a common core, guided by the National Common Core Curriculum, and a diversified component, offered through formative pathways. The curricular flexibility and the organization of education around competency-based pedagogy revisits aspects that have already been discussed and problematized throughout the history of Brazilian education. Despite the rhetoric of student autonomy and protagonism, questions arise regarding the feasibility of an educational model capable of addressing the diversity of needs and aspirations of Brazilian youth, as well as the risk of intensifying existing educational inequalities. Among the various factors that affect learning, motivation is the focus of the present study, grounded in Deci and Ryan’s Self-Determination Theory. According to the theory, autonomy, competence, and relatedness are essential aspects of well-being and full human development and are therefore referred to as Basic Psychological Needs. The study aimed to investigate the extent to which formative pathways nurture (or neglect) these needs and, consequently, how they contribute to student learning. This qualitative research study was conducted with newly admitted students enrolled in Natural Sciences courses at the University of Brasília. Data were collected through a questionnaire and analyzed using Bardin’s Content Analysis framework. The results indicate that, despite satisfactory levels of autonomy, competence, and relatedness, reservations emerge regarding the diversified curriculum, particularly due to its impacts on traditional subjects. Considerable differences were identified in the level of motivation for the formative pathways and for general basic education among the research participants. Interest in the content and its alignment with life goals constitute the main reasons for choosing formative pathways when such choice occurs. Perceptions of curricular dilution, institutional disorganization, and insufficient teacher preparation are the factors that most negatively affected students’ experiences. Reports of dissatisfaction are more frequent among students from public schools. Nevertheless, the contributions of formative pathways to academic and professional development, as well as to the diversification of themes and content addressed, are recognized and highlighted as positive aspects. Curiosity about the topics covered, the practical-experimental nature of activities, and positive teacher-student relationships emerge as the main reasons for preference for certain formative pathways; conversely, rejection is primarily associated with lack of interest in the theme and with approaches to content perceived as of low relevance by students. Among participants, positive perspectives regarding Natural Sciences formative pathways prevail. Regarding suggested formative pathways, aspirations for subjects associated with preparation for a functional and socially critical life, for technical or academic deepening in specific content areas, as well as expressions of satisfaction with the pathways already offered, stand out.
metadata.dc.description.unidade:	Instituto de Ciências Biológicas (IB) Faculdade UnB Planaltina (FUP) Instituto de Física (IF) Instituto de Química (IQ) Faculdade de Educação (FE)
metadata.dc.description.ppg:	Programa de Pós-Graduação em Educação em Ciências
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Appears in Collections:	Teses, dissertações e produtos pós-doutorado

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