WHAT TRAINING, FOR WHAT CURRICULUM? A BRIDGE BETWEEN THE BASIC EDUCATION CURRICULUM AND TEACHER TRAINING IN MOZAMBIQUE

• Autor(a) principal: Assane, Adelino Inácio
• Data de Publicação: 2024
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educativa
• Texto Completo: https://seer.pucgoias.edu.br/index.php/educativa/article/view/13972
• topic: Educação; Currículo; Formação de professores; Ensino básico; Curriculum; Teacher training; Basic education

The 2004 basic education curriculum reform in Mozambique introduced a set of innovations and, consequently, challenges in the teacher training component. In this text, I seek to discuss the contours of teacher training for the basic education curriculum introduced in 2004, based on the assumption that the quality of teaching depends fundamentally on the quality of training of its teachers. Curricular reforms are the result of social, economic and political changes that the country has been experiencing, aiming to adapt the National Education System to new realities. The transformations that occurred in basic education were not accompanied by the teacher training process, resulting in an apparent lack of complicity between the curricular reform and the teacher training subsystem. After 10 years of implementing the new curriculum, it is still necessary to reflect on what training was adopted for this curriculum. This question takes into account the idea of complicity as a space for constant negotiation and denial of certain aspects of the functioning of education as a system. To understand this theme, the study is based on the discussion of authors who focus on the subject, with emphasis on Garcia (1999), Nóvoa (1992), Santos (2014), Joanir and Alves (2004), dialoguing with testimonies of education technicians and teachers practicing in everyday school life on teacher training policies for the basic education curriculum. These dialogues reveal that the strategies listed for the introduction of the basic education curriculum did not work.