O currículo multicultural nas políticas educativas em Moçambique: estratégias epistemológicas de práticas pedagógicas multiculturais para valorização da outridade na escola

Abstract

The dissertation sought to analyze the Multicultural curriculum in Educational Policies in Mozambique and its Epistemological Strategies for multicultural Pedagogical Practices for the construction of otherness in Mozambican schools with a focus on some primary schools in Maputo. Its specific objective was to explain how Mozambican educational policies are configured for a multicultural curriculum perspective; describe the extent to which Educational Policies in Mozambique contemplate multiculturalism in the curriculum and take into account cultural expectations for the construction of otherness at school; describe how teachers incorporate the cultural difference present in the classroom into their pedagogical practices and, finally, identify the epistemological strategies (criteria, methods and instruments) used by teachers to construct otherness in the classroom. The dissertation was guided by the following question: What epistemological strategies of multicultural pedagogical practices are conveyed in educational policies in Mozambique for the valorization/construction of others at school? This was field research with a mixed approach (quali-quanti) involving 6 schools, with a total of 100 primary school teachers. The research concluded that teachers have a reasonable perception of the multicultural curriculum due to its influence on the local curriculum and apply the in-depth method in the classroom, but their pedagogical practices are far from what this curricular model requires in the classroom. In this sense, it is necessary to recognize the multicultural curriculum not as an ideological action, but as something inherent to everyday school practices. It is necessary to reframe the curriculum to a multicultural perspective