Política de formação de professores para a Educação Básica em Moçambique e no Brasil: contornos e proximidades

Abstract

The research entitled "Teacher training policy for Basic Education in Mozambique and Brazil: outlines and proximities" was developed in the Postgraduate Programme in Education at the Federal University of Amazonas and was funded by CAPES. The study analyses the educational policies and their implication on the teacher education field in Mozambique and Brazil with its unfolding in the following specific objectives: To rescue the historical aspects of the teacher education process by contextualizing the main changes that teacher education has undergone, especially in legal terms; to examine the current context of the teacher education process; to analyse the variables of supply for teacher education for the initial years of Basic Education (EB) and finally, to identify the conceptions of the trainees of the IFP of Chitima and the Pedagogy Course of UFAM regarding their choice for the course, permanence and vitality of the training in the context of EB in Mozambique and Brazil. This is a mixed approach research (quantitative and qualitative), with a bibliographical survey that anchors theoretically the historical, social, political and cultural aspects of teacher training and the teaching profession in the set of public policies involved. In parallel, a documentary survey for the analysis of legislation and teacher training policies implemented in recent years whose analysis was made in the light of historical materiality. The study also counted on the application of a questionnaire for the analysis of the variables of choice for the course that qualifies the teaching of the initial years of the EB. The theoretical and historical bases analysed indicate that teacher education in both countries presents challenges that are successively conducted to later years and that the framework of change in teacher education presented discontinuity over time, but does not present in fact ruptures evidenced by the different models experienced by the two countries. We found, at the level of the formative contours, that each country has its own characteristics that respond their formative needs according to the historical context in which they were submerged. The analysis of the teacher training in both realities allows us to ensure that the outlines of their training, the conditions, the characteristics of the training processes based on training policies produce training differentiations. But even so, these are influenced by more global policies for which teacher training indicates the need to respond to the world of work that is in constant transformation. The locus of teacher training is represented by institutions whose level is different (basic and medium in Mozambique and higher in Brazil), the more global policies affect the proposals in the field of teacher training. Finally, the reforms instituted in 2019 in both countries point to a valorisation in the development of competences and skills all with a view to placing the teacher as a kind of entrepreneur of himself to respond to the dictates of the capital. We noticed a certain proximity with regard to the issue of permanence and expectations about the course. We noticed, based on the data collected, that in the years analysed, the demand for teacher education is higher than the vacancies available in both countries, despite the dropout rates that register higher proportions in the Brazilian reality.