Avaliação dos aspectos motivadores e não motivadores na freqüência à escola dos alunos de um curso noturno de graduação em administração de empresas

Abstract

the porposal of this research was identify and condut an assessment of general aspects (not directly related with diploma nor knowledge) that can impact the motivation of the studentes of a college nightly course in to go to the school, based in a research madewich 244 Business Administration nightly course studentes. Those students from a private school, located in North zone of Sao Paulo City were in 2°, 3° and 5° semesters level. In order to conduct this research, an instrument was created and validated. Four sections compose this instrument: the student (atributes), in the school way (transportation, distance and time spent to arrive there), the school (infrastructure items) and in the school (relationships with teachers, colleagues and school employees). The research results made evident that besides motivational reasons of students attendancerelated with quality of teachers and pedagogical methods applied, there are other motivational reasons for those students that can be categorized in there different areas: (1) external school aspects (location, ways of transportation, traffic, and infrastructure and safety in the neighbourhood where the school is located), (2) infrastructure school aspect (laboratories, library, sport and other facilities, cleanness and features of classroom) and (3) social aspects (integration with other students and integration with teachers), making the environmental cliamte school. It's possible conclude analysing the data of this research that: State (responsible for public safety, public transportation and cities traffic management); the School Manager (responsible for to create and to maintain the school infrastructure: library, laboratories, make available services to students and school physical features); and the Teacher (relationship with the student) have responsabilities that impact the student motivation in to go to the school and to attend classes. Those responsabilities transcend the efficient use of pedagogical concepts and learning techniques.