O ensino de História e as relações entre os poderes autóctone e moderno em Moçambique, 1975-2000

Abstract

This study investigates the teaching of Homeland History in Mozambique. It aims to apprehend the representation fostered by this teaching within the framework of the relationship between State and Autochthonous Sociocultural Institutions. Thus, the research results from teacher’s representations on the Teaching of Homeland History accommodated on the School Curriculum and official political discourses on Autochthonous Sociocultural Traditions. It is these discourses which foster and foreground every public policy in the country. This research is qualitative in orientation and is based on Moscovici's (1978) Theory of Social Representations. The data collection involved grades 4 and 5 teachers in Nampula City through an open questionnaire; the documentary and bibliographical research centred on political discourses, legal provisions, Educational Syllabi and studies on focused issues. The research data submitted to the content analysis according to Bardin (1995) show, on the one hand, that the syllabi of History teaching were designed for a project of the national unity construction connotated as adverse to Autochthonous Sociocultural Traditions. On the other hand, although the beginning grades of History Sillabi encourage a pedagogy which articulates the relationship between teaching and research, teachers teach based on a conceptual reproduction of historical knowledge. Aiming at the local History appraisal and the promotion of contemporary approaches to History teaching, this paper includes reflections on History research and appropriate teaching methods for a society founded on oral- based cultures