Os ritos de iniciação e suas influências no processo educacional em Moçambique

Abstract

This dissertation is linked to the Line of Research Theoretical-Methodological Perspectives for the Teaching of Human Sciences and focuses on the initiation rites and their influences on the educational process in Mozambique. This is a research carried out in the Post-Graduate Program in Teaching Humanities, by the Federal University of Amazonas, Rio Madeira University campus, whose objective was to analyze the processes of production and reframing the initiation rites in the context of Mozambican education. having as main element the direct dialogue with women and men of the Nhungue group who work in training contexts (schools and local associations). The methodological procedures adopted are referenced in the post- critical research methodologies brought by Meyer (2012) and Paraíso (2012) and have in Andrade (2012) the support for the narratives produced with the research participants. The study was carried out in Mozambique, specifically in the province of Tete. The theoretical perspectives adopted were articulated between authors who discuss cultural (re) meanings in the face of colonialist processes. Discussions about initiation rites and their influences on Mozambican education show in their results that local knowledge has not been considered in school education. In the construction of curricula for colonial education and the post- independence period, local knowledge was excluded from the teaching process, however, the meanings of the initiation rites in the formation of the cultural and social identity of the Nhungue people are present in the speeches of the research participants. , who narrate the rites as a cultural manifestation and a formative practice that influences the way of thinking and understanding the values of Nhungue education. In this context, Nhúngues women assume the practices of initiation rites as their individualized identities, producing other identities, through contact with other experiences.