História: a motivação do aprender que vem da falta do saber

Abstract

Currently, educators and psychologists have focused a lot on the motivation of their students since it is seen as a tool that helps in the teaching-learning process. When a student feels motivated, he shows more interest in what he is learning and thus increases the chances of being successful at different levels of education. When a student has no motivation, they have no interest in the study, which ends up hampering the teaching-learning process. Because history is a discipline that lacks dedication and attention on the part of students to learn everything that is relevant to the discipline, it was decided to develop a research that aimed to conduct a literature review regarding the motivation of how to learn history through the search for knowledge. The methodology used was based on a literature review, and the study was of a qualitative nature. The results of the bibliographic research demonstrated that motivation should not be considered as something relatively stable in the personality. It is a psychological process in which the individual's own characteristics and the environmental characteristics perceived by these individuals interact. Thus, it was possible to conclude that learning history is something challenging, but motivation will make the student feel instigated to seek to know what is called “history”. For this, the teacher must act as a mediator of knowledge, motivating the student to seek means and ways that were more pleasant for them to reach their objectives of seeking knowledge.