Análise dos factores internos que influenciam no processo de ensino-aprendizagem (PEA) da leitura e escrita no fim do 1º ciclo (2ª classe) do ensino primário: caso das Escolas Primárias Completas Avante (EPC- Avante) e Luziveve (EPC-Luziveve) - distrito de Moamba - Província de Maputo

Abstract

The present work focused on the Analysis of Internal Factors that Influence the Process of Teaching-Learning (PEA) of Reading and Writing at the end of the 1st cycle (2nd class) of Teaching Elementary, in the case of the Complete Primary Schools Avante (EPC-Avante) and Luziveve (EPC- Luziveve), in the District of Moamba- Maputo province. The work included a sample of 42 elements. The study was qualitative and quantitative. Its development was carried out with based on a case study in the schools mentioned above, where it was possible to closely observe the difficulties and successes experienced by students and teachers regarding the PEA of Reading and Writing. It was also possible through the interview to know the position of the directors of the schools, DAEs and Grade 2 teachers, in relation to school-internal factors that may or may not not to influence the EPC Reading and Writing of EPC-Avante and EPC-Luziveve students. That collection of information aimed to respond to the following general objective: “Understanding the factors internal factors that influence the PEA for Reading and Writing at the end of the 1st cycle (2nd grade) of Education Primary, in the students of EPC-Avante and EPC-Luziveve, in the district of Moamba-province of Maputo. From the analysis and interpretation of data, it was concluded that both schools face problems arising from internal factors related to pedagogical management, more concretely the weak internal supervision, formation of classes (numerous and mixed) respectively, which hinder successful reading and writing in the 2nd grade of the two schools. Therefore, the above-identified school-internal factors influence negatively in the Teaching-Learning Process of Reading and Writing in students at the end of 1st cycle (2nd class) at EPC-Avante and EPC-Luziveve. Confirming the hypothesis: The factors internal to the school influence the Teaching-Learning Process of Reading and Writing in students at the end of the 1st cycle (2nd class) at EPC-Avante and EPC-Luziveve.