A inclusão escolar das crianças com deficiência no ensino primário em Moçambique: uma reflexão sobre as práticas pedagógicas no distrito de Mandlakazi, na província de Gaza

Abstract

In the Mozambican context, the proposal for an inclusive national education system is based on conventions, strategies, policies and laws from the end of the 20 th century to the beginning of the 21 st , whose principles are based on the idea of democratization, equal opportunities, equity and diversity in the teaching and learning process. However, in reality, teaching and learning practices including people with disabilities have proven to be far from the theories of an inclusive education approach. Therefore, through this research we reflect on pedagogical practices in Primary Education in Gaza province, district of Mandlakazi, crossing theoretical perspectives on school inclusion with pedagogical practices in the classroom. Methodologically, we crossed bibliographical research, observation of the school environment and classes with direct contacts, through semi-structured interviews with focus groups compounded by teachers, students and community members, to gather insights and contributions that promote and improve the environment of inclusive education. As a result, although the process of school inclusion in Mozambique calls for education for all, we understand that it is still at an early stage, oscillating between rhetoric and the experimentation of some practices, on a small scale. As a result, challenges related to accessibility are still visible. In pedagogical practices, there are structural and systemic challenges, from the theoretical perspective of preparing teachers to in-service teacher training on disability and inclusion, which is characterized by being irregular, given technical and financial limitations. For this reason, the education system must invest in and combine: awareness raising of all education stakeholders on school inclusion; transforming infrastructures, equipment and furniture into inclusive ones; and emphasizing teachers' pedagogical workshops on participatory and inclusive methodologies