As dimensões e as causas do insucesso escolar no ensino secundário em Moçambique : um estudo no distrito urbano de Kamavota
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2022
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O presente estudo tem como objetivo compreender as dimensões e as causas do fenómeno do
insucesso escolar na sociedade moçambicana na província do Maputo. O estudo é de âmbito urbano,
com destaque para o caso do Distrito Municipal (DM) de KaMavota. Optámos por uma perspetiva de
pesquisa qualitativa e utilizando como instrumento de recolha de dados um questionário aplicado aos
alunos, e entrevistas aos professores e gestores escolares. A questão de partida foi formulada nos
seguintes termos: que factores contribuem para o insucesso escolar dos alunos no ensino secundário no
Distrito Urbano de Kamavota? O objeto de estudo consiste na identificação e análise dos motivos do
insucesso escolar no Ensino Secundário Geral na perspetiva de adolescentes/jovens que frequentam
um conjunto de três escolas na zona urbana da cidade do Maputo e na perspetiva de professores e
gestores. A pesquisa foi realizada nas escolas secundárias de Laulane, Força do Povo, e 1 de
Novembro, todas localizadas no DM KaMavota. No estudo foi constatado que o insucesso escolar no
KaMavota, na perspetiva dos intervenientes, é influenciado por aspetos sociais, culturais e financeiros
da família, pelo grau de participação dos pais na vida escolar do aluno, pelas políticas educativas e a
organização escolar, pela qualidade dos professores existentes no Sistema Nacional de Educação
(SNE) e pelas caraterísticas e empenho do próprio aluno. O insucesso escolar nas escolas secundárias
do DM KaMavota está relacionado com a fraca qualidade do ensino. Esta limitação está ligada à
deficiência na formação do professor, que apresenta lacunas como educador e também como aluno. E
este problema é agravado com um elevado rácio aluno-professor, que advém da necessidade de
expansão do ensino que não está sendo acompanhada com o aumento de infraestruturas e de recursos
pedagógicos e pretende obedecer a uma política de educação para todos (EPT). Muitos alunos
atribuem o seu fraco rendimento à falta de tempo em casa para preparar as lições devido a trabalhos
domésticos, e a participação em atividade de rendimento para fazer face às despesas de educação. A
participação dos pais na vida escolar é, ainda, muito limitada, fato que também influencia no
rendimento escolar dos alunos, em face da rotura da relação escola-família-comunidade.
The present study aims to understand the dimensions and causes of the phenomenon of school failure in Mozambican society in Maputo province. The study is urban, with emphasis on the case of the Municipal District (DM) of KaMavota. We opted for a qualitative research perspective, using as a data collection instrument a questionnaire applied to students, and interviews with teachers and school managers. The starting question was formulated in the following terms: what factors contribute to the school failure of students in secondary education in the Urban District of Kamavota? The object of study is to identify and analyze the reasons for school failure in General Secondary Education from the perspective of adolescents/young people who attend a set of three schools in the urban area of Maputo city and from the perspective of teachers and managers. The research was carried out at Laulane, Força do Povo, and 1 de Novembro high schools, all located in DM KaMavota. In the study, it was found that school failure at KaMavota, from the perspective of the stakeholders, is influenced by social, cultural and financial aspects of the family, by the degree of parental involvement in the student's school life, by educational policies and school organization, by the quality existing teachers in the National Education System (SNE) and the characteristics and commitment of the student himself. School failure in DM KaMavota secondary schools is related to poor quality of education. This limitation is linked to the deficiency in teacher training, which has gaps as an educator and also as a student. And this problem is exacerbated by a high student-teacher ratio, which arises from the need to expand teaching that is not being accompanied by an increase in infrastructure and pedagogical resources and intends to comply with an education for all (EPT) policy. Many students attribute their poor performance to lack of time at home to prepare lessons due to housework, and participation in income activities to meet education expenses. Parents' participation in school life is still very limited, a fact that also influences students' school performance, given the rupture of the school-family-community relationship.
The present study aims to understand the dimensions and causes of the phenomenon of school failure in Mozambican society in Maputo province. The study is urban, with emphasis on the case of the Municipal District (DM) of KaMavota. We opted for a qualitative research perspective, using as a data collection instrument a questionnaire applied to students, and interviews with teachers and school managers. The starting question was formulated in the following terms: what factors contribute to the school failure of students in secondary education in the Urban District of Kamavota? The object of study is to identify and analyze the reasons for school failure in General Secondary Education from the perspective of adolescents/young people who attend a set of three schools in the urban area of Maputo city and from the perspective of teachers and managers. The research was carried out at Laulane, Força do Povo, and 1 de Novembro high schools, all located in DM KaMavota. In the study, it was found that school failure at KaMavota, from the perspective of the stakeholders, is influenced by social, cultural and financial aspects of the family, by the degree of parental involvement in the student's school life, by educational policies and school organization, by the quality existing teachers in the National Education System (SNE) and the characteristics and commitment of the student himself. School failure in DM KaMavota secondary schools is related to poor quality of education. This limitation is linked to the deficiency in teacher training, which has gaps as an educator and also as a student. And this problem is exacerbated by a high student-teacher ratio, which arises from the need to expand teaching that is not being accompanied by an increase in infrastructure and pedagogical resources and intends to comply with an education for all (EPT) policy. Many students attribute their poor performance to lack of time at home to prepare lessons due to housework, and participation in income activities to meet education expenses. Parents' participation in school life is still very limited, a fact that also influences students' school performance, given the rupture of the school-family-community relationship.
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Orientação: Ana Maria Benavente da Silva Nuno
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, INSUCESSO ESCOLAR, ENSINO SECUNDÁRIO, MOÇAMBIQUE, KAMAVOTA, MOZAMBIQUE, EDUCATION, SCHOOL FAILURE, SECONDARY EDUCATION