School motivation and the relationship with knowledge: an internship experience in the early years of elementary school

Abstract

This article deals with the correlation between school motivation factors and the relationship with knowledge. The discussions are the result of dialogues and readings done during the component Research and Internship III of the Pedagogy course, as well as the reflections made during the internship in a 4th grade class of the Elementary School of a public school in the city of Guanambi-BA. It was anchored on the assumptions of qualitative research. The instruments used to produce the analyzed data were observation and pedagogical strategies developed in the classroom context. Considering the central objective of evaluating the correlation between school motivation factors and the relationship with knowledge, the data from the study revealed that a good part of the students in the class were unmotivated to learn. They point out that the meanings they give, the relationships they establish, and the way learning is mediated are aspects that can result in motivation to learn and possibilities of overcoming difficulties in the school environment.