<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602020000100217</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2020v10n0id1253</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[LICENCIATURA: escolha ou falta de opção]]></article-title>
<article-title xml:lang="en"><![CDATA[COLLEGE DEGREE: choice or lack of options]]></article-title>
<article-title xml:lang="es"><![CDATA[GRADO UNIVERSITARIO: elección o falta de opción]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima Toledo]]></surname>
<given-names><![CDATA[Evelyn Jeniffer de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coutinho]]></surname>
<given-names><![CDATA[Henrique do Nascimento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>10</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602020000100217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602020000100217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602020000100217&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A princípio, ninguém discorda que a educação é essencial para o progresso do país. No entanto, essa preocupação não se traduz na valorização da profissão docente seja no quesito condições de trabalho ou salarial. Apesar de todos os problemas, ainda há alunos que ingressam em cursos de licenciatura, permanecem e se tornam professores por todo o país nas mais diversas instituições de ensino. Assim, o objetivo deste artigo foi analisar o que motiva os discentes a permanecerem em um curso de Licenciatura em Química na UnB. Para responder à questão de pesquisa, foi utilizada a metodologia quantitativa tendo sido desenvolvido um questionário baseado na teoria da Autodeterminação, do tipo Likert. Como resultado, o instrumento apresentou-se adequado estatisticamente. As medianas dos 159 estudantes analisados apresentam-se deslocadas no sentido mais autorregulado do continuum com destaque para a regulação identificada, o que evidencia que a motivação dos discentes deve-se ao reconhecimento da importância da profissão docente. Além disso, por meio dos cálculos de correlação, foi possível perceber que os fatores além de poderem se apresentar de forma concomitante podem fortalecer os constructos em uma direção do continuum enquanto contribuem negativamente para os fatores do sentido oposto. Dessa forma, concluímos que é preciso atenção, emocionalmente responsável, a fim de fomentar a percepção de importância da profissão, pois há forte evidência de que ela seja capaz de contribuir com o desenvolvimento da motivação intrínseca para ser Professor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT At first, no one disagrees that education is essential to the country's progress. However, this concern does not translate into appreciation of the teaching profession, whether it is in terms of working conditions or salary. Despite all the problems, there are still students who enter undergraduate courses, remain and become teachers throughout the country in various educational institutions. Thus, the purpose of this article was to analyze what motivates students to stay in a degree course in Chemistry at UnB. To answer the research question, the quantitative methodology was used, and a questionnaire based on the Likert type self-determination theory questionnaire was developed. As a result, the instrument was statistically adequate. The medians of the 159 students analyzed are displaced in the most self-regulating sense of the continuum with emphasis on the identified regulation, which shows that the motivation of the students is due to the recognition of the importance of the teaching profession.Moreover, through the correlation calculations it was possible to realize that factors besides being present concomitantly can strengthen the constructs in one direction of the continuum while contributing negatively to the factors in the opposite direction. Thus, we conclude that emotionally responsible attention in needed to foster the perception of the importance of the profession, as there is strong evidence that it is able to contribute to the development of intrinsic motivation to be a teacher.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Al principio, nadie está en desacuerdo con que la educación es esencial para el progreso del país. Sin embargo, esta preocupación no se traduce en una apreciación de la profesión docente, ya sea en términos de condiciones de trabajo o sueldo. A pesar de todos los problemas, todavía hay estudiantes que ingresan a carreras, permanecen y se convierten en maestros en todo el país, en diversas instituciones educativas. Por lo tanto, el propósito de este artículo es analizar qué motiva a los estudiantes a permanecer en uma carrera grado em Química en la UnB. Para responder a la pregunta de investigación, se utilizó la metodología cuantitativa y se desarrolló un cuestionario basado en la teoría de autodeterminación de Likert. Como resultado, el instrumento fue estadísticamente adecuado. Las medianas de los 159 estudiantes analizados están desplazadas en el sentido más autorregulador del continuo con énfasis en la regulación identificada, lo que demuestra que la motivación de los estudiantes se debe al reconocimiento de la importancia de la profesión docente. Además, a través de los cálculos de correlación, fue posible darse cuenta de que los factores además de estar presentes concomitantemente pueden fortalecer los constructos en una dirección del continuo mientras contribuyen negativamente a los factores em la dirección opuesta. Por lo tanto, concluímos que se necesita una atención emocionalmente responsable para fomentar la percepción de la importancia de la profesión, ya que hay pruebas contundentes de que puede contribuir al desarrollo de la motivación intrínseca para ser maestro.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autodeterminação]]></kwd>
<kwd lng="pt"><![CDATA[Licenciatura]]></kwd>
<kwd lng="pt"><![CDATA[Quantitativa]]></kwd>
<kwd lng="en"><![CDATA[Self-determination]]></kwd>
<kwd lng="en"><![CDATA[Degree]]></kwd>
<kwd lng="en"><![CDATA[Quantitative]]></kwd>
<kwd lng="es"><![CDATA[Autodeterminación]]></kwd>
<kwd lng="es"><![CDATA[Grado]]></kwd>
<kwd lng="es"><![CDATA[Cuantitativo]]></kwd>
</kwd-group>
</article-meta>
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