Políticas Educacionais para a Promoção da Rapariga em Moçambique

• Autor(a) principal: Lopes, Argentina Serafim
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10438
• topic: Curricular Policies; Inclusion, Difference; Promotion of girls; Policy cycle; Políticas curriculares; Diferença; Promoção da rapariga; Ciclo de políticas; Educação - Moçambique; Estado e Educação; Inclusão; Mulheres - Educação; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

The study exposed is inserted into the problematic of Educational Policies of Mozambique that have been influenced by the basic international education policies. The meant policies seek social justice through gender education equality. It in that view point that the research speaks all about Education Policies for Girl s Promotion in Mozambique. In accordance with the Cycle of Education Policies Approach, Stephen Ball s proposal, the research seeks to understand the unfolding of the policies concerning the girl s promotion in zambézia province, looking forward to knowing mainly, how the education professionals, in the practical context (school) put together the approaches culturally built having to do with women, and the government policies approach intending the girl s promotion through education. In order to provide an evidence to my intention, I analyse the processes that take place in the negotiation and interpretation of the education policies with the local approach a well as. The different elements which causes influence for the sake of recontextualisation of those policies in the studied contexts. Thus, is go through a descriptive and ethnographic approach to illustrate the social cultural characteristics, economical policy of each context, not only, but also, I analyse through the interviews half structured the teacher s, girls students, school directorate body members. Also, the directors of the district education science and technology direction of the concerned districts in study feelings. The research refers the time span between 1999 to 2015, the choice of that span is justified by the givens reasons: 1999 the time that the first culture and education strategic plan was put into force which integrated the international. Education approaches on the basic level and the ensuing restructuration of the basic learning curricula plan, and 2015 time established by UNESCO as the end in the order to research the Millennium objectives. The research took place in Zambézia province, in the school of districts of Gurué mainly in the administrative post of Lioma, Tetete locality, in the Primary School of Nossa Senhora do Monte (Niússe) and in the Complete Primary School Eduardo Mondlane Ruace. Maganja da Costa district in the Complete Primary School of Vila Sede da Maganja da Costa and EPC of Mutange. Through the analyses, I conclude that the education policies formulation that preach the inclusion of the meant excluded, generate adversity, to what they propose. Failures of implementation of those international policies that advocate and include in the national policies of Mozambique the idea of gender equity and equal opportunities are attributed to the difficulties of the national context that hinder the functioning of these policies