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Abstract(s)
Esta tese decorre de uma pesquisa sobre a educação no ensino secundário geral realizada
numa escola secundaria no norte de Moçambique. Trata-se de um estudo de caso que
analisou como se desenvolve a educação para a democracia em contexto escolar, que faz
parte das orientações estabelecidas pelo Plano Curricular do Ensino Secundário Geral.
A abordagem da pesquisa foi predominantemente qualitativa e orientada para conhecer a
percepção dos atores escolares sobre democracia e as suas representações sobre os
dispositivos da aprendizagem da democracia na Escola, identificar métodos
predominantemente usados pelos professores na promoção da convivência democrática e
reconhecer o grau de participação dos alunos na discussão de problemas e na tomada de
decisões relativos à vida na escola.
Os sujeitos da pesquisa são alunos e professores da décima classe e o diretor da escola. As
técnicas de recolha de dados foram a entrevista semi-estruturada, a observação de aulas, e a
análise documental. Os dados coletados foram sistematizados a partir do método da análise
de conteúdo.
Este estudo mostrou que, na generalidade, as práticas no quotidiano da escola investigada
estão mais viradas para o cumprimento dos programas de ensino e a transmissão de
conteúdos, predominando a lógica da responsabilidade burocrática e a educação para a
conformidade. Na percepção dos atores escolares participantes da pesquisa, a democracia
não se restringe apenas ao exercício do direito de voto para eleger os dirigentes
governamentais, mas também é forma de vida fundamentada em valores específicos, mas o
estudo demonstrou haver uma dissociação entre o plano das orientações para a ação e o
plano da ação, sobretudo na maneira como os professores lidam com as questões
relacionadas com a educação em valores democráticos e na forma como escola envolve os
alunos na vida da escola. O estudo concluiu que a escola tende mais a doutrinar os alunos,
predominando métodos expositivos, pouco envolvimento direto dos alunos na tomada de
decisões sobre os problemas da escola e ausência de organizações autónomas dos alunos.
This thesis stems from a research on education in general secondary education conducted in one of the secondary school in the northern Mozambique. This is a case study that examined how does education develops to democracy in the school context, which is part of the guidelines established by the General Secondary Education Curricular Plan. The research approach was predominantly qualitative and oriented to find out the understanding of the school actors on democracy and their representations about democracy learning policies at the School, identify methods predominantly used by teachers in promoting democratic coexistence and recognize students’ participation degree during discussion of problems and decision-making concerning the school operation. The target population for this research include students and teachers of grade ten and the school director. The data collection techniques that were used include semi-structured interview, observation of lessons, and documentary analysis. The collected data were organized through content analysis method. This study showed that, in general, the daily practices in the school in study are more towards to the compliance of the educational programmes and the transmission of content; dominating, in this way, bureaucratic responsibility logic and education for compliance. According to the understanding of school actors who participated in the research, democracy is not restricted only on having the right to vote in electing the heads of government, but it is also a way of life based on specific values, but the study demonstrated a dissociation between the guidelines for action and action plan, especially the way teachers deal with issues related to education in democratic values and the way the school involves students in the operation of the school. The study concluded that the school tends more to indoctrinate students using expository methods, little direct involvement of students in making decisions about the problems of the school and absence of autonomous organizations of students.
This thesis stems from a research on education in general secondary education conducted in one of the secondary school in the northern Mozambique. This is a case study that examined how does education develops to democracy in the school context, which is part of the guidelines established by the General Secondary Education Curricular Plan. The research approach was predominantly qualitative and oriented to find out the understanding of the school actors on democracy and their representations about democracy learning policies at the School, identify methods predominantly used by teachers in promoting democratic coexistence and recognize students’ participation degree during discussion of problems and decision-making concerning the school operation. The target population for this research include students and teachers of grade ten and the school director. The data collection techniques that were used include semi-structured interview, observation of lessons, and documentary analysis. The collected data were organized through content analysis method. This study showed that, in general, the daily practices in the school in study are more towards to the compliance of the educational programmes and the transmission of content; dominating, in this way, bureaucratic responsibility logic and education for compliance. According to the understanding of school actors who participated in the research, democracy is not restricted only on having the right to vote in electing the heads of government, but it is also a way of life based on specific values, but the study demonstrated a dissociation between the guidelines for action and action plan, especially the way teachers deal with issues related to education in democratic values and the way the school involves students in the operation of the school. The study concluded that the school tends more to indoctrinate students using expository methods, little direct involvement of students in making decisions about the problems of the school and absence of autonomous organizations of students.
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Keywords
Educação Democracia Valores Participação Burocracia Conformidade Education Democracy Values Participation Bureaucracy Compliance