Análise da implementação da política de acesso e permanência da rapariga nos institutos de formação de professores

Abstract

The interest of the Mozambican Government for the framing of women in the various areas of development, started since the national liberation struggle, with the active and positive participation of women and created conditions for more attention to the issue of gender. The present study intends to analyze the Implementation of the Girls' Access, Integration and Permanence Policy in the Teacher Training Institutes (IFPs). This study aims to verify the admission criteria, the percentage of entrance and dropout in gender, to evaluate conditions of the boarding school, to understand the degree of implementation of the policy of integration of the girl in the education sector. The study was carried out in two Teacher Training Centers, namely Matola and Chibututuíne, which are located in southern Mozambique in Maputo Province. Based on the quantitative and content analysis, it was possible to verify that girls represent a lower percentage of income, and a higher percentage of dropout compared to boys, therefore, there is no gender balance in the classroom. And through the qualitative and content analysis, it was possible to understand that in the IFPs the entrance is made through the entrance exams it was found that the implementation of the integration policy of the girl is deficient almost nonexistent. Having verified the existing difficulties for the girls' inclusion in the IFPs, the study stimulated the search for alternatives to improve the percentage of girls and reduce dropouts. The study concluded that in order to guarantee girls' access and gender balance in the classroom, the implementation of the policy must be based on a guiding instrument, to be developed by educational actors in terms of teacher training. The document should mention criteria that indicate how, when, where, who should implement the integration of the girl with a view to implementing the principles and objectives outlined in the policy in order to minimize the problem of the lack of teachers, especially in the rural area