Quando a educação participativa se torna perversa: paradoxos, problemas comunicacionais e linguísticos entre encarregados de educação e professores na Cidade de Maputo.

Abstract

The present work aims to analyze how the paradoxes, problems communicational and linguistic influences the relationship between parents and teachers at the Complete Primary School, Unit 19. Thus, the research was based on the qualitative approach, which consisted of conducting semi-structured interviews with those in charge of education, to some members of the School Board (School Director and teachers). The study was carried out at the Escola Primária Completa Unidade 19 and in the Bairro do Aeroporto, Neighborhood where this School is located. The study showed that paradoxes, problems and linguistic communication between parents and teachers at the School Primary School Unit 19, are due to: the poor training of teachers, the weak mastery of local languages ​​by teachers and the low salaries received by them, allied weak command of the Portuguese language and the high rate of illiteracy on the part of guardians. The study demonstrates that a communication relationship between those in charge of education and teachers, to reach the understanding and satisfaction of the needs of both at school. Thus, the conclusion was reached that communication between guardians and teachers in the educational process is decisive for the overcoming or minimizing the paradoxes, communication and linguistic problems between both. (TRADUÇÃO NOSSA)