Currículo de filosofia no ensino secundário geral do 2º em Moçambique

Abstract

In this research we analyzed the Philosophy curriculum in secondary education in Mozambique, after being excluded from 1975 to 1998. For centuries, Philosophy served as an instrument of submission and domination of African peoples to the colonizing system. In Mozambique, philosophical reflection could attract attention and provoke revolt or insurrection. After Independence, the teaching of philosophy was neglected and not included in the high school curriculum of the 2nd cycle. Its return to school curricula, only started in 1998. The relevance of the research is to propose reflection and debate around the teaching of Philosophy and in its improvement for the formation of critical-reflexive awareness as highlighted by the teachers interviewed during the field research in the three schools visited in the northern region of Mozambique. Of the 08 (eight) teachers who work with Philosophy, involved in this research, only 03 (three) are graduated in the area, that is, 37.5%, thus characterizing the need for the qualification of more professionals to work with the teaching of Philosophy. In methodological terms, this research is characterized as an open question and we carried out the bibliographic review, with a qualitative focus, using the descriptive documentary consultation to obtain the data. The research is divided into sections, with the following division: introduction; section of the historical context of education in Mozambique; in the third section, the methodological design of the research; and in the fourth section the Philosophy curriculum in secondary education in Mozambique: results and analyzes. Finally, the final considerations, the used bibliography and the annexes that constitute important data to complete the research on the Philosophy Curriculum in General Secondary Education of the 2nd cycle in Mozambique. We emphasize that this research was possible with the collaboration and participation of the interviewed Philosophy professors. Despite the non-ideal conditions that we found for the full exercise of teaching, this points out for a reality that requires investments in public policies, as we found in the research.