Ensino bilíngue nas escolas primárias: caso da Escola Primária Completa de Chiboene, 2018-2020

Abstract

The present study analyzes the level of preparation of teachers for the Bilingual Teaching Process, a case study of the Complete Primary School of Chiboene, District of Moamba, Province of Maputo. The research fits into the qualitative approach, being, regarding the objectives applied research, regarding the case study procedures and regarding the nature of exploratory research. A sample of thirty-seven (37) elements was selected from a population of three hundred and forty-five elements (345), of which twenty (20) students, ten (10) representatives of parents and/or guardians, six (6) teachers and one (1) representative of the School Board, through convenience sampling. Data were collected through a semi-structured interview guide and a questionnaire survey, with the content analysis technique and Microsoft Office Excel being the techniques used for data analysis. data. In Mozambique, the bilingual teaching project is based on Bantu languages, such as L 1 and Portuguese, such as L 2 . In turn, teacher training is carried out in two stages, first through initial training at Teacher Training Institutes and through continuing training through training, pedagogical days, seminars and other types of training. The data obtained reveal that the teachers of the Escola Primaria Escolha de Chiboene are not prepared to guide bilingual teaching because they do not have specific training. As a recommendation, it suggests that the school continues to seek to improve teachers in matters related to bilingual education. To this end, the school can intensify the continuous training of teachers, which can be done through training sessions teaching, training and seminars(TRADUÇÃO NOSSA)