Práticas e percepções associadas à qualidade do ensino no âmbito da introdução da “passagem semi-automática” no ensino básico: caso do Distrito municipal Ka-Mavota, na Cidade de Maputo.

Abstract

The present work with theme: Practices and Perceptions Associated with the Quality of Teaching in the scope of the Introduction of “Semi-automatic passage” in Basic Education: Case of the Ka-Mavota Municipal District, in the City of Maputo; it is an anthropological approach of a public policy related to education. The study has as a general objective, to analyze the practices and perceptions associated with the quality of teaching, looking in a particular way, (i) to explain the prejudices that have developed with the implementation of semi-automatic progression in primary education; (ii) demonstrate the contributions that the new system has brought to education and, (iii) understand the social representations about this policy, both of the implementers and beneficiaries. The study was carried out in primary and complete schools, 9 de Agosto and Guebo, in the Ka-Mavota Municipal District in the city of Maputo. For the materialization of this work, bibliographical and documentary research was chosen, together with fieldwork (ethnography), using semi-structured interviews, informal conversations and direct observation. The universe interviewed was made up of implementers (education managers and teachers) and beneficiaries (group consisting of parents or guardians and students). The study found that the lack of quality in basic education is explained not only by semi-automatic passages, but also by poor collaboration and coordination between the school, the family and the community where the students are inserted. This collaboration is undermined by a number of factors, including: economic, social, cultural, as well as the lack of mastery of basic contents integrated into the teaching and learning process by some parents or guardians. The conclusions also show that the semi-automatic passages integrated in the basic curriculum, being a public policy, have been experiencing different reactions, from their approval, acceptance, resistance to their manipulation. On the other hand, it is a policy that has created a new behavior in the relationship between teachers, parents or guardians and students in the teaching and learning process. However, it did not resolve the purposes of its implementation, which were to improve the quality of education.