Análise das mudanças curriculares no PEA do ensino secundário para os professores: 9ª classe da Escola Primária Completa de Chingoma, distrito de Mocuba, província da Zambézia 2022 – 2024

Abstract

The present study had as its general analytical objective the curricular changes in the PEA of secondary education for 9th grade teachers at the Chingoma Primary and Secondary School, in the period from 2022 to 2024, in the district of Mocuba, Zambézia province. It is an applied case study, with a qualitative-quantitative approach and exploratory-descriptive endings, involving a sample of 59 participants (teachers, school managers and students). Data collection was carried out through questionnaires, semi-structured interviews and document analysis. The main findings were organized in accordance with the specific objectives of the research, i) the teachers clearly considered the main curricular changes - reorganization of classes, single-teacher instruction, student-centered methodologies and competency-based assessment - although more than half are not in a hurry to receive formal training, ii) most teachers do not observe significant improvements in student learning, iii) the main challenges include lack of adequate continuing education, scarcity of updated teaching resources, overcrowded classes, work overload and little clarification in the curricular documents, iv) teachers pointed to the following as the most feasible support strategies: contextualized continuing education, frequent pedagogical supervision, provision of teaching materials and additional time for planning. Despite the individual effort of the teachers and the motivation of the students, the effectiveness of the curricular change is compromised by the absence of structured institutional support. It is therefore recommended to strengthen a collaborative, contextualized, and sustainable educational support ecosystem.(TRADUÇÃO NOSSA)