For an initial formation for teachers of Mozambique from the freirian perspective: possibilities and limits

• Autor(a) principal: Manuel, Lázaro Félix
• Data de Publicação: 2021
• Outros Autores: Silva, Maria de Fátima Gomes da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/12547
• topic: Initial teacher training; Action-reflection-action; Dialogue; Mozambique; Formação inicial de professores; Ação-reflexão-ação; Diálogo; Moçambique

This article presents the results of an investigation that aimed to examine the current state of initial teacher education in Mozambique, with a view to suggesting reformulations based on the Freirian proposal of education. Regarding the methodological procedures, a qualitative approach was chosen, with an emphasis on Paulo Freire's thematic investigation. Data collection was carried out through the Freirian Culture Circle. The subjects of this research were seven male and five female students from the Inhamizua Teachers Training Institute in the Municipality of Beira-Mozambique. Data analysis was performed using the thematic-category Content Analysis technique. The results allowed us to conclude that the initial training of teachers in Mozambique is still guide by the principles of banking education, which hinders the student's intellectual autonomy. Thus, it was inferred that Mozambican teaching practices do not favor a critical reflection on the practice of educators and students. It was concluded, therefore, that it will be necessary to invest in continuing education that enable a critical-reflective educational praxis, through a dialogical pedagogy.