Análise da gestão e distribuição do livro didáctico no processo de ensino- aprendizagem: estudo de caso na Escola Primária 19 de Outubro, cidade de Maputo (2023-2024)

Abstract

This research aimed to analyse the management and distribution of the textbook at the 19 October Primary School, located in the City of Maputo, during the 2023–2024 academic year. The study is based on the recognition of the textbook as an indispensable material for the teaching and learning process, particularly in Primary Education, where many pupils rely exclusively on this resource for access to school content. The research was developed through a qualitative approach, of a basic nature, and, regarding its objectives, was descriptive and exploratory, employing the case study method. As data collection techniques, documentary analysis was used, complemented by semi-structured interviews conducted with the Provincial Directorate of Education and Human Development of Maputo, the Learning and Civil Society Training Centre, school managers, teachers, and parents or guardians. The sample consisted of twelve participants, selected through non-probabilistic convenience sampling. The data collected made it possible to identify significant challenges in the process of reception, distribution, and preservation of textbooks, notably the late delivery of materials, the insufficiency of textbooks, and the absence of effective monitoring and return mechanisms. The research concluded that, although national guidelines exist for book management, their implementation in the school faces structural and organizational limitations. The limited participation of the school community in the preservation of textbooks and the absence of an efficient control system contribute to the rapid deterioration of materials and their ongoing scarcity. Based on these findings, the study proposes recommendations to improve the management and distribution of textbooks in the school under analysis, including the establishment of a digital or computerised registration system that allows for stricter monitoring of the reception, distribution, and quarterly return of textbooks, as well as greater involvement of parents and guardians