EXPECTATIONS, PERCEPTIONS AND MOTIVATIONS OF STUDENTS AT A PUBLIC SCHOOL OF HIGH SCHOOL IN BRAZIL ORIGINAL

The achievement goal theory seeks to understand the set of factors, such as: thoughts, beliefs, motivations, purposes and emotions that lead the development of the individual's performance (in this case, the students) to act, and, consequently, to translate into their results actions. The objective of this research was to investigate the expectations, perceptions and motivations of students from a public high school in the interior of São Paulo. The qualitative and quantitative study was carried out in a public high school, located in a city in the interior of the State of São Paulo, in the first semester of 2019. The separation of parents can sometimes be a problematic factor for student life. Students whose parents have literacy and longer formal education tend to remain literate and evolve in the educational field. High school students seek to complete their studies and move on to higher education in order to achieve personal life goals. A large proportion of students do not understand the real role of attending school


INTRODUCTION
The word believe is characterized as a direct transitive verb that means to believe as true, even if something proves otherwise. A negative belief can cause a cognitive construction, understanding and, consequently, behaviors capable of impacting the achievement goals of an individual or a group (SOUZA, 2010).
The achievement goal theory (1970) arising from the motivation theory for achievement, proposed by McClelland (1953) and Atkinson (1957), seeks to understand the set of factors, such as: thoughts, beliefs, motivations, purposes and emotions that lead the development of the individual's performance (in this case, the students) to act, and, consequently, to translate their actions, or tasks, into results, whether in their emotional, cognitive aspects that will be translated into their results and / or performance (ZENORINI et al., 2011).  The predominant professions of people who live with students aged 15 to 19 years of high school in a public school can be seen in figure 3. The three most frequent professions are auxiliary, butcher and painter (18.75% each), followed respectively per %); painter and driver (9.37% each); machine operator (6.25%); and by caretaker, farmer, retired, domestic worker, and self-employed (3.12% each).  to 19 years of high school in a public school. Figure 4 shows the percentage of students aged 15 to 19 years of high school in a public school, due to the intention of studying after high school. The majority intends to pursue higher education (65.63%) while the minority admits that they do not want to continue their studies in higher education (25.00%). Few did not answer this question (9.38%).  Figure 4 Shows the percentage of students aged 15 to 19 years of high school in a public school, due to the intention of studying after high school.

REVISTA CIENTÍFICA MULTIDISCIPLINAR NÚCLEO DO
The percentage of students aged 15 to 19 years of high school in a public school who intend to pursue higher education, due to the financial resources used for this purpose, is shown in figure 5. The majority intend to count on their own work resources or to have support government programs (47.62% each). The minority intends to count on the help of the family (4.76%).
https://www.nucleodoconhecimento.com.br RC: 50800 Disponível em: https://www.nucleodoconhecimento.com.br/education/motivations-of-students Figure 5 Shows the percentage of students aged 15 to 19 years of high school in a public school who intend to pursue higher education, by the financial resource used for this purpose. Figure 6 shows the percentage of students from 15 to 19 years of high school in a public school and the perception of their academic performance. The majority stated that they had never thought about the subject (87.50%), while the minority said they recognized their performance as good or excellent (12.50%).  Figure 6 Shows the percentage of students aged 15 to 19 from high school in a public school and the perception of their academic performance.

REVISTA CIENTÍFICA MULTIDISCIPLINAR NÚCLEO DO
The percentage of students aged 15 to 19 years of high school in a public school and their perception of whether their academic performance is sufficient to achieve their goals is shown in figure 7. Most students say they have never thought about it (62.50%). The minority says they have already worried about this issue (37.50%).