Ensino bilingue 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 Process of Bilingual Teaching, case study of the Complete Primary School of Chiboene, District of Moamba, Maputo Province. The research fits into the qualitative approach, being, in terms of applied research objectives, in terms of 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 of education, six (6) teachers and one (1) representative of the School Board, through of the convenience sampling criterion. Data were collected through the semi-structured interview script and questionnaire survey, with the technique of content analysis and Microsoft Office Excel the techniques used for the analysis of data. In Mozambique, the bilingual teaching project is based on the languages bantu, as L 1 and Portuguese language as L 2 . On the other hand, teacher training is carried out in two stages, firstly through initial formation at the Institutes of Training of Teachers and through continuous training through training, pedagogical days, seminars and other types of training. The data obtained reveal that the teachers at the Chiboene Primary School are not prepared to guide bilingual teaching because they do not have specific training. As recommendation, suggests that the school continues to seek the improvement of teachers in matters related to bilingual education. To this end, the school can intensify training continuous improvement of the professors that can be done through the realization of journeys teaching, training and seminars