Escola como campo de batalha: Impressos, Formação de Professores e Psicologia da Educação em Moçambique (1969 2010)

Abstract

In the present research, a study on knowledge of children learning within school- age, published in three Pedagogic Journals (O Nosso Posto, Jornal do Professor e Contacto) for In-service Mozambique Primary School Teachers was carried out. From foucault perspective school learning knowledge was analyzed and wide-spread through pedagogic articles designed for knowledge conformation and Mozambique Primary School Teachers´ practices regarding to their multi-dimension connections with social demands, educational proposals, cultural aspects, conception of teacher training programs and knowledge policies within the professionalization process of being a teacher within time framework covering the end of colonial era till the first decade of the present century (1969 2010). The study showed that, in the context of Mozambique primary school system modernization, and later teacher training reforms, several theories or Modern Psychology approaches about children learning within school-age were appropriate, legitimated and widespread as regarded useful knowledge to primary school teachers by education inspectors, teachers and other professionals from different areas who published articles in those journals and, at the same time they are advised to abandon, or give up some theories or approaches considered to be traditional, reductionist and biased. Although some approaches can be present, is concluded that Revista O Nosso Posto publications prevails Experimental Psychology approaches, while in Revista Jornal do Professor adopted Behaviorist approaches, and, in Revista Contacto, prevail Cognitivist approaches, showing evidence, in this way, the discontinuity of knowledge about children learning within school-age in the Primary School Teacher Training in Mozambique