Banca de DEFESA: Malua Mateus Adany

s Literacy teacher training and performance in Mozambique: narratives and practices regarding the teaching of reading and writing in the 1st cycle

Education. Literacy teacher training in Mozambique. Literacy and literacy. Conceptions and practices of teaching reading and writing. 

This study analysed the training and performance of literacy teachers in the province of Tete, Mozambique, in
terms of teaching reading and writing in the initial classes of primary school. The research is theoretically
anchored in authors such as: Morais (2012) and Soares (2020) for the debate around the fields of literacy and
literacy; Agibo, Chicote (2015), Ajoque (2021), Bastos and Neves (2018), Duarte, Bastos and Neves (2018),
Donaciano (2006), Langa (2022), Timbane (2014), Wache (2018), with reflections on teacher training, in
addition to Mozambique's legal base documents, such as the Strategic Education Plan (2020-2029), the Primary
Education Curriculum Plan (2019) and the Curriculum Plans for the Primary Education Teacher Training Course
and Adult Educators (2019). This is qualitative research, characterised, according to André (2003), as
ethnographic, as it takes a closer look at everyday school life. As for the research techniques, we chose to carry
out class observations in two public educational institutions (urban and rural areas), three teachers from each
class (1st, 2nd and 3rd, children aged approximately six, seven and eight) and semi-structured interviews in
2023. Thematic content analysis was used to process the data, according to Bardin (1977) and Franco (2004).
The results pointed to different training models, according to official documents in Mozambique, and a
discrepancy (temporal, institutional) between teacher training for primary and secondary education. With regard
to the three initial classes of primary education, the focus of this study, the data pointed to similarities and
differences in the organisation and conduct of didactic-pedagogical work in reading and writing between urban
and rural schools. In terms of reading, this practice was predominantly carried out by the teacher and there was
no individual reading. There was a high frequency of oral comprehension in relation to the written dimension. As
for textual production, there was a notable decrease in reading and comprehension. Finally, it should be
emphasised that the field of teacher training for the first classes of primary education in Mozambique,
specifically in the teaching of reading and writing, is in need of progress