Relatório de culminação do estágio pedagógico

Abstract

This report analyzes the experiences lived during the pedagogical internship carried out at the Teacher Training Institute of Xitalamate, within the Primary Teacher Training and Adult Education course (12th grade + 3 years), specifically in the subjects Mozambican Languages and Their Structures (LME) and Didactics of Mozambican Languages (DLM). Methodologically, this report was developed based on a qualitative approach of a descriptive and reflective nature, grounded in participant observation. Data were collected through direct classroom observation, field diaries, observation sheets, and critical friend feedback forms. The results show that the pedagogical internship constitutes a fundamental space for the articulation between theory and practice, allowing the trainee to develop essential pedagogical competencies such as ethical sensitivity, commitment to effective learning, creativity, and the ability to adapt to educational challenges in the Mozambican context. In this sense, it also contributes to the academic progress of the Bantu languages student, aiming at improving the pedagogical practices of trainers, especially within the framework of bilingual education in Mozambique. Didactic and reflective dimensions are also highlighted as fundamental for the teaching profession (Darling-Hammond et al., 2020; Loughran, 2019; Nóvoa, 2020). The pedagogical internship constituted a privileged space for learning, reflection, and professional growth, enabling the trainee to develop pedagogical, didactic, and reflective competencies essential for teaching practice. The experiences lived reinforce the importance of teacher training based on the articulation between theory and practice, collaboration among different educational actors, and a commitment to inclusive, critical, and quality education. Within the scope of my training as a future Bantu Languages teacher and trainer of teachers for bilingual education, I conclude that the internship significantly contributed to the development of specific competencies, such as encouraging the continuous search for innovative methodologies for bilingual teaching, the ability to plan lessons suitable for bilingual education contexts, and the use of inclusive and culturally sensitive teaching strategies. Furthermore, it enabled me to understand the importance of critical reflection on pedagogical practices that respond to the needs of trainees. Thus, I consider this experience to have been decisive in building my professional identity, preparing me to act in a conscious, ethical, and committed manner towards improving the quality of bilingual education in Mozambique

Mukhwepa lowu wuvulavula mayelanu ni tijondzu ta kutiva kulandza ntirho wa vujondzisi wa vajondzisi tilandziweke a IFP yale Xitalamati, anga kuheta ka tijondzo ta lisensiyatura ya wujondzisi wa tirimi ta xintu/ntumbunuku ka vujondzisi bza vajondzisi va tijondzu ta kusungula ni ta lava vakulu hithiwaku 12ri wa tikalasi ni malembe 3. A ntirho wa vujondzisi hifumbisiwilwe ka mabuku ya Línguas Moçambicanas e sua estrutura (LME) ni Didáctica de Línguas Moçambicanas (DLM). Mayelanu ni matirhela amukhwepa wulandze tindlela ta, kambisisu wa vunene wukombiseke mitlhamuxelo ni miyanakanyu minyikeke yetelelo ka lesvi svivoniweke. Mihandzu leyi yikumiwe hikola ka kukatsakanya lesvi svivonoweke kufambene ka tijondzu lomo svilawene, svibaliweke ka katsakanyu wa siku ni siku, lesvi svivoniweke hi vajondzi kufambene ka masiku, hikola ka svona, amihandzu leyi mikombisa lesvaku ntirho lowu wuvene lisima ngompfu svinene. Kuhlanganisene ka tijondzu ni kutiva kujondzisa lomo svilawene, lesvi svipfuneke kuva mujondzi avene yentelelo wa kutiva kujondzisa vanhu. tane hi lisima la kutiva kulandza mintirho ya kujondzisa ni kutiyisela ka ntirho wa vujondzisi. kuvani vusvikoti bza kukhondletela ka kusimamela mintirho ya vujondzisi kasviyimo svohambana hambana atikwene la Mosambiki. Hi ndlela leyi, svihlengela ka kuhluvula mintirho ya tijondzu ta hina ka tindzimi ta maveleko lomo tikwene la Mosambiki, mhaka yingani kongometo wa kuhluvula mintirho ya tijondzu tá vawupfisi va vajondzisi ngopfu ngopfu vá tijondzu tikatsaka tindzimi timbirhi atikwene la Mosambiki. Lomo kuhumelelisiwaka vuhloli bza mintirho ya vujondzisi bza (Darling-Hammond et al., 2020; Loughran, 2019; Nóvoa, 2020). Kujondza ntirho wa kufundhisa vanwana svivoniwa alixiyendlo xirhangaka manhwene kuva vajondzi vahluvuka ka mintirho ya tijondzu, mhaka yimpfumetaka kuva vanhu valavaka kutiva ntirho lowu vakuma kuwumpfisiwa yenanu ni vutlharhi bza mintirho ya tijondzu. Tijondzu tikumeke kufambene ka nkarhi wa kuwupfisi tivene lisima likulu ngompfu svinene, lomo kuveneke nhlengelo wa sviyenge svohambana sva jondzu kunwe ni kutiyimisela ka jondzu ya nhlengelo yingani mavonela yohambana na yini lisima lomo tikwene. Kufambene ka mintirho ya kuwupfisiwa ka mina svanga mujondzisi wa tindzimi ta mabeleko tlhelo muwupfisi wa vajondzisi hi tindzimi timbiri hi kuhetelela ni katsakanya lesvaku, atijondzu leti tini hlengelo wa lisima likulu ka kuyengetela vutlharhi. Tane hi lesvi, tihlohlotelaka kuyengetela tijondzu minkarhi hinkwawu ka kutiva kujondzisa hi kutirhisa tindzimi timbirhi kuva lweyi ayeteleleke hi kutiva kukunguhata mintirho ya tijondzu ka xiyimu xa tijondzu ta kutirisa tindzimi timbiri kunwe ni kutirhisa vutlharhi bza kujondzisa bziyeteleleke. Handle ka svona, svinimpfumete kutiva lisima la kuyanakanya hi kuhambana ka mintirho ya kujondzisa leyi miyangulaka kunavela ka vajondzisiwa. Hehlene ka svona, niyanakanya lesvaku tijondzu leti ave talisima likulu kuyakene ka munhu lweyi ajondzekeke kuva ajondzisa vanwana. ni wupfisiwe kuva ni tiva kuyangula hi tindlala tihloniphaka kunwe ni kukixima hi xihlonipho xikulu amintirho ya tijondzu ni kujondzisa lomo tikwene la hina.