http://www.repositorio.uem.mz/handle258/48 2026-04-23T07:08:54Z http://www.repositorio.uem.mz/handle258/780 Title: A televisão e a educação para valores da cultura local em Moçambique: um estudo a partir da grelha de programação de três canais de televisão (TVM, MIRAMAR E STV) Authors: Langa, Sérgio Jeremias Abstract: In the work entitled “Television and education for the values of local culture in Mozambique: a study from the programming grid of three television channels”, we took as object the programming grids of three television channels in Mozambique and proposed a discussion that establishes a relationship between Television, Education and Local Cultural Values. Given that canned television content predominates on national television in an average order of 50%, we question the meaning of national television educational action and its social axiological dimension for Mozambicans. Our questioning is supported by the Gramscian consideration according to which Television is one of the most important institutions of civil society that has the function of educating for the consensus of fundamental social groups and, thus, constitutes a trench of struggle for hegemony. Understood in this way, Television is a mediation of non-formal education. The objective is, therefore, to understand that education for local cultural values is provided by national television channels in Mozambique. From a methodological point of view, we took Dialectics as a compass that led us to possible answers to our investigative concern. The research results indicate that Portuguese colonial education imposed a rupture with the cultural and social values of the natives and such rupture, as our study will show, has extended to the present. In Television, we identified a grid dependent on content whose values are inherent to the dominant countries in the media industry, unrelated to the local culture, so the education provided by the analyzed television channels is not for the values of local culture, nor for the cultural memory based on in ancestry. As a suggestion, we point to the need for a Mozambiology in the programming schedules of Mozambican television, a fact that may allow Mozambican Television to contribute to an education for the values of local culture. 2023-03-01T00:00:00Z http://www.repositorio.uem.mz/handle258/737 Title: Educação inclusiva: construção de um modelo para identificação e atendimento de alunos com necessidades educativas especiais de natureza intelectual-desenvolvimental em escolas regulares do ensino primário em Moçambique Authors: Tomo, Cristina Daniel Matere Abstract: The Mozambique Act on the National System of Education reaffirms the duty of the State in organizing and promoting education for all, and considers inclusion, equity and equality as educational principles in all subsystems. The implementation of these principles, in the perspective of Inclusive Education, places the country under pressure to find adequate responses designed to identify and meet the variety of needs of the pupils with Special Educational Needs in regular schools. This research was aimed to contribute to that end by devising a model, adapted from the Response-to-Intervention model, for the identification, assessment and intervention of pupils with Intellectual and Developmental Difficulties. The study was run under the Action- Research methodology, technically built through a collaborative consultancy approach. It was developed in three phases: The 1 st one consisted of devising a new model, adapted from the original one, a process that involved the participating teachers; the 2 nd phase concerned testing the designed model; and the last phase was the actual intervention on the targeted pupils as well as the sharing of the study’s results with teachers and parents. Participants were 2 school managers; eleven primary school teachers and 556 2 nd grade pupils. Data yielded a model consisting of three levels of intervention: Structural Intervention, Universal Screening, and Group Intervention. The screening identified pupils “at risk”, once their responses were categorized as being below pre-school, pre-primary school, 1 st grade and 2 nd grade. The intervention produced evidence from 29 pupils whose responses revealed Intellectual and Developmental Difficulties. Teachers hailed the model as attainable, practical and viable for the Mozambican context. 2022-06-01T00:00:00Z