Evolução do ensino bilíngue nas Escolas Primárias: caso da Escola Primária Completa de Mahubo Km 10, 2020-2025

Abstract

In cases like Mozambique, which presents linguistic diversity, the introduction of another language into education is necessary, mainly because the majority of the population does not have mastery of the official language (Portuguese). Given this reality, the present work sought to analyze the evolution of bilingual education in primary schools in Mozambique, taking as a case study the Mahubo Km 10 Primary School, 2020 to 2025. The study sought to understand how the implementation of bilingual education contributed to the teaching and learning process, identify the didactic strategies used by teachers, and present the challenges and limitations faced. The research adopted a mixed approach, combining qualitative and quantitative data, with data collection through surveys and interviews applied to teachers, pedagogical directors, guardians, and students. The results reveal that the transition model, used at the Mahubo Primary School, has allowed for better assimilation of the subjects, greater student participation, and a reduction in failure rates in the initial grades.

However, challenges persist, such as the scarcity of teaching materials in the local language, the lack of qualified teachers, and difficulties in the transition phase from the mother tongue (Ronga) to Portuguese. It is concluded that bilingual education constitutes an essential instrument for inclusion and school success, strengthening the cultural and linguistic identity of the students.