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Advisor(s)
Abstract(s)
Development has been one of the most important and controversial concepts in Social Sciences (Amaro,
2003). It promoted many theoretical approaches, from its correspondence with economic growth,
to its association with the freedom/opportunity of each person to reach the well-being and potentiate
its capabilities. The equation education/development has been broadly studied as well, and despite the
different analysis mind-sets, is has been relatively consensual the existence of a virtuous cycle between
these two elements (Alves, Centeno e Novo, 2010; Ambrósio, 2003; Azevedo, 1994; Cabugueira, 2002;
Caleiro, 2009; Carvalho, 2006; Correia, 2008; Cremin e Nakabugo, 2012; Lopes, 2006; OECD/UNESCO,
2002; UNESCO, 2009). However, other studies contradict the existence of a positive direct effect of
education in the development (Azevedo, 1996; Cabugueira, 2002; Cardoso, 2011; Cremin e Nakabugo,
2012; Flores-Crespo, 2007). Some even claim (Cardoso, 2011) that education may hinder the development,
if in the education some fundamental assumptions are disregarded. Aiming to shed further light on this
education/development equation, this study focus on the Professional Schools of Mozambique and in its
communitarian contexts. Therefore, within 10 weeks of field work, were interviewed more than 200 social
players of 10 schools/communities spread throughout the country, including young graduates and their
relatives, key-elements in the community, teachers and school principals. The goal was to understand in
which way these schools are inducing social alterations, promoting the development of the capabilities of
the youths and the communities, to fulfil the socioprofessional expectations of the students and to promote
their sociocommunitarian insertion, to mobilize the community and to contribute to the well-being of the
inhabitants. The methodology used was qualitative and included focus groups, questionnaires, individual
interviews and naturalist observation. In this paper we want to address 5 different schools/communities,
rural and urban, public and private, by analysing the content of semistructured interviews to 25 privileged
players, among which communitary leaders, businessmens and presidents of the school council.
Description
Keywords
Education Development Professional schools Mozambique
Pedagogical Context
Citation
MARTINS, Sofia Oliveira; AZEVEDO, Joaquim - Educação e desenvolvimento sociocomunitário pela voz de elementos-chave da comunidade. In I Seminário Internacional “Educação, Territórios e Desenvolvimento Humano”, Porto, Portugal, 23-24 Julho 2015. MACHADO, Joaquim (coord.) - Educação, Territórios e Desenvolvimento Humano: Atas do I Seminário Internacional. Porto: Universidade Católica Portuguesa. Faculdade de Educação e Psicologia, 2015. ISBN 978-989-99486-0-0. Vol. II – Comunicações Livres. p. 167-179