Currículo de matemática no ensino médio geral em Moçambique: critérios de seleção e organização de conteúdos

Abstract

This thesis analyzes the Mathematics curriculum of the general high school, in Mozambique, in particular as regards the criteria used in the selection and organization of contents. The research seeks to answer the following questions: : i) what criteria are used to select and organize the contents of mathematics for teaching in schools to meet young people from high school. ii) Actors participating in the construction of the Mathematics curriculum in Mozambique? iii) What degree of freedom of teachers who teach mathematics to construct the curriculum of this discipline in Mozambican schools? The research was conducted by a qualitative approach, using the analysis of teaching documents linked to the Ministry of Education. Semi structured interviews were also conducted with two technicians from the National Institute of Education Development, responsible for the production of teaching documents, and with five teachers who teach Mathematics in General Secondary Education. The instrument administered to the technicians consisted of 11 questions, it sought information about their vision regarding the construction of the curriculum, and their perception and understanding regarding the participation of teachers in curriculum production. The instrument administered to teachers consisted of 12 questions and aimed to obtain information about their experiences and opinions regarding their participation in the processes of curriculum development and production, from the point of view of selection and organization of contents. The results show that content selection is based on criteria such as context, cultural reality, reflexivity, validity, usefulness, meaning, relevance, responsibility, profile of the student to be formed, wealth, importance of content. The organization of contents is based on: student's difficulties, relationality, reflexivity, rigor, continuity, recursion and resignification. Moreover, the results show that the Mathemathics curriculum, although ambitious in terms of its objectives and selected contents, has not been comprehensive in its elaboration and does not guarantee the necessary democracy that would be summed up in a greater participation of teachers. It also concluded that the process of selection and organization of the mathematical contents of the General Secondary Education in Mozambique, in general, and in the city of Maputo, in particular, has not guaranteed a balanced participation of the different actors, since it gives a greater role to those linked to institutions to coordinate and control their production and implementation