Impacto da falta do livro escolar no processo de ensino-aprendizagem no primeiro semestre de 2024: o caso da Escola Comunitária São Joaquim – Maputo

Abstract

This study analyzed, based on the perception of a manager and three teachers randomly selected by convenience, the impact of the lack of schoolbooks on the Teaching-Learning Process at the São Joaquim Community School, in the first semester of 2024. Likewise, the study sought to fill the gap identified in the literature, regarding the challenges faced and the pedagogical and administrative strategies implemented in times of crisis of teaching resources, such as schoolbooks, in the Mozambican educational context. To materialize this objective, a qualitative, exploratory and descriptive methodological approach was adopted, crossing techniques such as semi-structured interviews, for data collection, and content analysis, for the interpretation of results. On the one hand, the results reveal that, during the period analyzed, the lack of schoolbooks compromised pedagogical planning and harmed student performance, especially in the subjects of Portuguese and Mathematics. On the other hand, the results indicate that alternative strategies used, such as visual materials and collaboration between teachers, had limited effectiveness. Likewise, the lack of support from some parents and guardians and the vandalization of the materials produced were described as the main constraints. In general, it is concluded that, in the first semester of 2024, the lack of schoolbooks generated negative impacts on the Teaching-Learning Process at the São Joaquim Community School and that the emergency solutions found, although useful, were not sufficient. Therefore, it is recommended and suggested that the distribution of books be improved, that teachers be trained to use alternative resources and that studies be carried out to investigate the effectiveness of pedagogical strategies in similar situations