Fundamentos pedagógicos do modelo de formação de professores do ensino primário e educadores de adultos em implementação em Moçambique

Abstract

This exploratory and descriptive study was developed using the interpretive paradigm, following a qualitative approach, integrating 86 participants, divided into three distinct groups: (i) professionals from the political and technical-administrative and pedagogical staff of the National Directorate for Literacy and Adult Education (ii) trainers from the Chongoene Teacher Training Institute and (iii) trainees from the Chongoene Teacher Training Institute. The study's general objective was to analyze the relevance of the pedagogical foundations of the new model of training primary school teachers and adult educators being implemented in Mozambique. In this analysis, to support the identified research problem, the principles of dialogic learning were explored, taking Paulo Freire's studies with his dialogicity and Habermas's studies with his Communicative Action theory as a theoretical basis. With the support of the qualitative data analysis software MAXQDA, we transcribed the semi-structured interviews previously recorded on audio support, organized the data corpus, performed a horizontal analysis of the semi-structured interviews applied to each constituent group of our sample, visualized, and projected the results. The poor performance of students in reading, writing and mathematics; the need to increase the entry level of candidates, from 10th to 12th grade, the expectation of rationalizing human resources and the pressure for Mozambique to match the demands of countries in the region are some of the reasons that dictated the adoption of the new model training for primary school teachers and adult educators. The results indicate that the new model for training teachers and adult educators was received with enthusiasm, despite suffering from some gaps and facing some pedagogical and institutional challenges.