A Formação de Professores no Contexto da Educação inclusiva em Moçambique: uma reflexão sobre a influência no desempenho escolar de crianças com necessidades educativas especiais hiperactivas na Escola Primária Completa de Singathela - Província de Maputo (2021 - 2022)

Abstract

The present work has as object of study the formation of teachers in the context of of inclusive education, anchored in the theme: The Training of Teachers in the Context of Inclusive Education in Mozambique: a reflection on the influence on performance schooling of children with special educational needs Hyperactive at School Complete Primary School of Singathela – Maputo Province, with the aim of reflecting the Teacher Training in the context of Inclusive Education and its Influence on Performance of hyperactive children, specifically we anchored on the following objectives: (i) describe teacher training for teaching children with hyperactive special educational needs; (ii) evaluate the children's performance with hyperactive special educational needs at Singathela Primary School and (iii) explain the influence of teacher training on school performance of children with hyperactive special educational needs at Singathela Primary School. Thus, to frame the research in the real context, a case study was carried out whose unit of analysis was the EPC of Singathela, located in the neighborhood of Singathela, in the Municipality of Matola. The research was qualitative-quantitative, comprising a sample of eight (8) elements, of which seven (7) are teachers who deal with children with SEN hyperactive and the other element is the assistant pedagogical director of the EPC of Singathela, selected using a convenience sampling and as a collection tool data was used to interview the assistant pedagogical director and the questionnaire directed at teachers. The research results allowed us to conclude that the EPC teachers from Singathela in the course of their teacher training if encounter disciplines related to SEN and inclusive education, however, these do not feel strategically and methodologically prepared to assist children with hyperactive SEN. In addition, the school performance of students with SEN hyperactive children is low, influenced by the lack of training of teachers in this school in inclusive education subjects and SENs. Finally, the study suggests that EPC in Singathela Produce reports related to the learning of students with SEN; Train teachers in didactic-methodological strategies to work with students with SEN and organize quarterly meetings and lectures including school council, parents in charge of education and teachers for debates and best companion of these children.