Motivação docente para o ensino da matemática em contextos indígenas wixárika: configurações situadas de valores, expectativas e custos a partir do modelo SEVT
DOI:
https://doi.org/10.46219/rechiem.v18i1.223Palavras-chave:
motivação docente, educação indígena, ensino da matemática, SEVT, custosResumo
Este artigo examina a motivação docente para ensinar matemática em uma comunidade wixárika serrana de San Miguel Huaixtita (Mezquitic, Jalisco), marcada por bilinguismo sem materiais, multisseriação com apoios limitados e baixa contextualização curricular. Foi realizado um estudo qualitativo interpretativo de caso múltiplo com 10 docentes do ensino fundamental e da telesecundaria – modalidade mexicana de educação secundária voltada principalmente a contextos rurais e comunidades de difícil acesso. Os dados foram coletados por meio de entrevistas semiestruturadas, orientadas pela Situated Expectancy-Value Theory (SEVT), e analisados por meio de uma abordagem de análise temática que permitiu a codificação e a construção de padrões. Os resultados mostram que a motivação opera como um sistema situado de expectativas, valores e custos: a mediação linguística condiciona o acesso conceitual e aumenta a carga de preparação; o valor de utilidade e o valor de realização/identidade sustentam o sentido da tarefa ao conectá-la com práticas comunitárias e o futuro escolar; e os custos estruturais (recursos, conectividade, reforma, deslocamentos e vida familiar) reconfiguram as decisões didáticas. Foram identificados repertórios de regulação docente para manter o ensino sob restrições, bem como diferenças por nível educacional. Discutem-se implicações para políticas de materiais bilíngues, formação situada e apoios institucionais.
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