<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132024000100211</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320240013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Concepções de professores universitários sobre a motivação acadêmica e o impacto das suas práticas na dinâmica motivacional de licenciandos em Química]]></article-title>
<article-title xml:lang="en"><![CDATA[University professors&#8217; conceptions of academic motivation and the impact of their practices on the motivational dynamics of Chemistry students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santana Júnior]]></surname>
<given-names><![CDATA[João Bosco Paulain]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Farias]]></surname>
<given-names><![CDATA[Sidilene Aquino de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Amazonas (UFAM) Departamento de Química ]]></institution>
<addr-line><![CDATA[Manaus AM]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132024000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132024000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132024000100211&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O estudo analisou concepções docentes sobre a motivação e possíveis impactos de suas ações na motivação de licenciandos em Química. Para isso, adotamos a abordagem qualitativa, considerando os contextos e buscando significados em relatos e manifestações docentes. Houve a participação de sete docentes de duas Instituições Federais de nível superior, selecionados considerando-se as diferentes subáreas de atuação na Química e a voluntariedade em participar da pesquisa. Os dados foram coletados no segundo semestre de 2022 mediante entrevista semiestruturada e analisados com o auxílio da Análise Textual Discursiva. Os resultados evidenciaram pouco conhecimento dos entrevistados em relação aos processos motivacionais, havendo maior ênfase nas abordagens tradicionais e preocupação com as dimensões cognitivas e técnicas em detrimento das psicológicas e socioemocionais. Espera-se que esta pesquisa contribua para promover discussões acerca da importância da motivação na formação de professores de Química, despertando interesse e amadurecendo o tema no campo educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study looks into teachers' perceptions of motivation and the impact of their actions on the motivation of Chemistry undergraduates. We took a qualitative approach, considering contexts and searching for meaning in teaching reports and manifestations. The research included seven professors from two higher-level federal institutions who were chosen based on their activities in Chemistry and their willingness to participate. Data were collected in the second semester of 2022 via a semi-structured interview and analyzed using Discursive Textual Analysis. The findings revealed that interviewees knew little about motivational processes and preferred traditional methods. They also prioritized cognitive and technological dimensions over psychological and socioemotional ones. As a result, we hope to contribute to the discussion about the importance of motivation in Chemistry teachers' training, thereby raising interest and maturity regarding the subject in education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação inicial do professor]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de química]]></kwd>
<kwd lng="pt"><![CDATA[Motivação do aluno]]></kwd>
<kwd lng="pt"><![CDATA[Teoria da autodeterminação]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia e educação]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[Chemistry teaching]]></kwd>
<kwd lng="en"><![CDATA[Student motivation]]></kwd>
<kwd lng="en"><![CDATA[Self-determination theory]]></kwd>
<kwd lng="en"><![CDATA[Philosophy and education]]></kwd>
</kwd-group>
</article-meta>
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