Autoridade do formador na sua relação pedagógica com o formando durante o processo de formação: um estudo sobre Instituto de formação de professores da Matola no período 2016 - 2020

Abstract

The object of this research study is the Authority of the Trainer in its pedagogical with the Trainee in the process of training and sociocultural Mozambique, in the Teacher Training Institute of Matola, Maputo Province. The present research seeks to understand how the trainer justifies the need to maintain an pedagogical relationship in the classroom at IFP. It also aims to contribute to a change in attitudes of attitude regarding the authority of the trainer in his relationship with the trainee in the classroom in the Mozambican sociocultural context. The rigid following of the programmes, through Dosification" and evaluation, learning in a deficient way, as a "school culture", in force in the National in force in the National Education System, are evident signs of dogmatic and authoritarian teaching-learning. and authoritarian teaching-learning. The sometimes exaggerated formalism which characterises the teaching itself in general is the result of the result of the vestiges of the different types of education experienced by Mozambique. It is in this way the school culture is one of the factors contributing to the authoritarianism of the teaching authority. authoritarianism in the pedagogical authority of the trainer. The research methodology used for the preparation of this paper is qualitative research because, for the subject in epigraph, qualitative research is the most appropriate for the treatment and analysis of data. It constitutes the complementary motive for the enrichment of the present work, documents Ministry of Human Development, testimonies of the trainers with experience in the of trainers with experience on the subject (questionnaires and interviews), reports of trainers. The universe of the research is the trainers and trainees of the IFPS already selected (TRADUÇAO NOSSA)