Reflexões acerca da motivação na aprendizagem de língua inglesa: um relato de experiência sobre minha trajetória linguística da educação básica ao ensino superior em Presidente Figueiredo (AM)

Abstract

This study analyzes the influence of motivation on the teaching-learning process of English as a Foreign Language through the perspective of an experience report. The objective is to reflect on the author's learning trajectory, from Basic Education in Roraima and Amazonas to professional practice in the rural area of Presidente Figueiredo (AM) (AM), mediated by teacher training in the Letras program (PARFOR). The theoretical framework is anchored in the concepts of intrinsic and extrinsic motivation by Deci and Ryan (2000), Vygotsky’s (1998) Zone of Proximal Development (ZPD), Norton’s (2000) identity investment, and Almeida Filho’s (2014) AElin approach. Methodologically, it is a qualitative reflective research that utilizes personal experience as a source of knowledge. The results reveal that the transition from a purely extrinsic motivation to a genuine interest in the language occurs when knowledge integrates the student's identity universe and is mediated by scaffolding strategies. It is concluded that the role of the critical teacher, as proposed by Paulo Freire and Pennycook, is essential to transform technical teaching into a situated pedagogical practice, capable of converting foreign language learning into cultural capital and a tool for social inclusion for students in contexts of structural vulnerability. Keywords: motivation, English Language teaching, Experience Report, ZPD, PARFOR.