más allá de la tarea: pistas para una redefinición del concepto de motivación escolar beyond the task: pointers for a redefinition of the concept of school motivation
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ID: 203457
2007
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Abstract
En el presente trabajo se recogen las distintas aproximaciones al fenómeno de la motivación, y en dicho contexto, se constata y cuestiona aquella conceptualización de la Motivación Escolar que pone su acento en el nivel de la tarea, haciendo de ésta una motiva-ción por realizar ciertas actividades que le son demandadas por la Escuela, pero no necesariamente, una motivación por aprender. En este marco, se proponen pistas sobre algunos elementos o variables que debieran ser considerados en el constructo de la Motivación Escolar. Estas pistas tienen que ver específicamente con la incorporación, dentro del constructo, de los motivos que los alumnos tienen para aprender en la Escuela y que dan sentido a su aprendizaje escolar; y que complementan las variables vinculadas a la tarea. Así, sin olvidar que el alumno debe poner su empeño en realizar las tareas diseñadas para su aprendizaje, debemos volver a mirar las características de la Motivación Escolar, es decir, en aquello que impulsa, conduce y mantiene el esfuerzo del alumno y activa recursos cognitivos para aprender. Aprendizaje que, como es de consenso entre los educadores, no puede limitarse a la mera adquisición de información sino que debe procesada. Así, el conocimiento construido (Pozo, 2003) se hace significativo (Ausubel, 1978) y profundo (Beas, 1994; Beas et al., 2001).
The work investigates the various approaches to the issue of motivation, and in this context observes and questions the idea of School Motivation that emphasizes the role of tasks, turning the completion of the latter into the motivation to carry out the activities required by the school, instead of stressing the motivation to learn. The author indicates some aspects or variables that should be considered when building up School Motivation. These pointers are specifically related to the incorporation inside this construct of the reasons pupils have to attend school, and which give meaning to their school learning, thereby complementing the variables associated to the tasks. Thus, without forgetting that the students must put effort into the completion of the tasks designed for their learning, we should recall the essentials of School Motivation, namely, that which drives, conducts and sustains the students' efforts, and triggers cognitive resources to learn. A learning which, as it is consensual among educators, must not limit itself to the mere acquisition of information, but should be processed. The knowledge constructed (Pozo, 2003) is thus made meaningful (Ausubel, 1978) and deep (Beas, 1994; Beas et al., 2001).
The work investigates the various approaches to the issue of motivation, and in this context observes and questions the idea of School Motivation that emphasizes the role of tasks, turning the completion of the latter into the motivation to carry out the activities required by the school, instead of stressing the motivation to learn. The author indicates some aspects or variables that should be considered when building up School Motivation. These pointers are specifically related to the incorporation inside this construct of the reasons pupils have to attend school, and which give meaning to their school learning, thereby complementing the variables associated to the tasks. Thus, without forgetting that the students must put effort into the completion of the tasks designed for their learning, we should recall the essentials of School Motivation, namely, that which drives, conducts and sustains the students' efforts, and triggers cognitive resources to learn. A learning which, as it is consensual among educators, must not limit itself to the mere acquisition of information, but should be processed. The knowledge constructed (Pozo, 2003) is thus made meaningful (Ausubel, 1978) and deep (Beas, 1994; Beas et al., 2001).
| Reference Key |
carreo2007educaoms
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|---|---|
| Authors | ;Jorge Valenzuela Carreño |
| Journal | brazilian journal of biology |
| Year | 2007 |
| DOI |
10.1590/S1517-97022007000300002
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| URL | |
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