FORMAÇÃO DE PROFESSORES E DESENVOLVIMENTO INTELECTUAL E PROFISSIONAL EM MOÇAMBIQUE: CONTRIBUIÇÕES DA PEDAGOGIA HISTÓRICO-CRÍTICA

Abstract

This study aims to analyze teacher training in Mozambique and its contribution to full intellectual, professional and human development. There are several questions that help to think about the training processes, however, in this study we start from the following questions: How is teacher training conceived in Mozambique, that is, how is this training carried out in the country? To what extent does teacher training meet the need for full intellectual and professional development and full humanization? Does teacher training meet the interests of the working class and fulfill the social role of the school? For this, we carried out a qualitative research, whose data source were the documents that govern the processes of teacher training in Mozambique (documentary study), without leaving out the bibliographical survey in digital banks, whose themes are linked to pedagogy historical-critical, which is the pedagogical theory that underlies our reflections in this study. The data indicate that, despite some advances in this field, there is evidence of limitations/challenges regarding the issue of intellectual, professional and human development. The pedagogical conceptions that dominate the training processes are linked to postmodern theories, the so-called theories of “learning to learn”, translated into models of training based on competences and the reflective teacher. This scenario, in the opinion of historical-critical pedagogy, mischaracterizes the role of the teacher and makes it difficult to fulfill the social function of the school, since it serves the interests of capitalism, making education a utilitarian process.