Motivation, Authenticity and Pragmatism in Projects

Abstract

Connection of the teaching-learning process with scholar projects challenges the School as an organization, and requiresschool staff to connect with the community. Legal framework defines community participation in school, but the way it occurs on day-to-day activities depends on the school staff and the relationships established inside and outside of the strict scholar context.
This paper uses an alternative perspective on the determinants for success of projects, especially in arts, focused on motivation, authenticity and pragmatism. Starting from the teacher-student relationship in the teaching-learning process, it ends at the interactions between school and community looking for creating value for organizations. It uses references as distinct as the type of motivation, the biotic relationships or the capture of externalities.
More than a postulate about organization, it brings a different look on scholar projects and on their impact and relationship with the community.