ABSTRACT
This article is the result of quantitative-qualitative research, which evaluated the 600 students’ motivational quality, from 9 high schools in the Rio de Janeiro state public system, in emergency remote teaching (ERE), during the Covid-19 pandemic. The precepts of the Self-Determination Theory were taken as a reference and the analyzes showed statistically significant differences in the students’ motivational quality from one of the schools, with higher indicators of autonomous motivation in relation to students from the others. These results required the case study procedures adoption, listening to different members of the school community, which made it possible to identify intra-school factors associated with students’ greater motivational quality. It was found that the actions undertaken to promote engagement and motivation to learn were successful and the good results were mainly due to the collaboration among managers, teachers and students, whose conditions of possibility had been previously created.
Keywords:
motivation; self-determination; high school