Influência dos recursos didáticos na motivação dos alunos em aprender Ciências em duas escolas PEI de São Carlos-SP

Abstract

This study investigated the influence of the availability of teaching resources on students’ motivation to learn Science in two Full-Time Schools (PEI) in the municipality of São Carlos-SP, with contrasting infrastructure contexts. The research adopted a mixed-methods approach, combining Likert-scale questionnaires and open-ended questions, applied to 9th-grade teachers and students. The results revealed significant differences in students’ perceptions regarding motivation and engagement, with School A standing out for its greater variety of teaching resources. In contrast, School B, with limited infrastructure, showed lower average motivation, although qualitative reports indicated teacher mediation as an essential factor in minimizing material deficiencies. Data analysis suggests that the presence of teaching resources contributes to more engaging lessons, active participation, and better understanding of complex content. Nevertheless, even in contexts of scarcity, the teacher’s role can offset part of the structural limitations, provided there is appreciation and pedagogical autonomy. The research highlights the importance of teaching resources as fundamental elements for a more equitable, participatory, and meaningful education, especially in peripheral areas where structural inequalities are most pronounced.