Políticas de acesso a educação em Moçambique˸ uma reflexão sobre a inclusão dos alunos com necessidades educativas especiais no ensino secundário geral - estudo de caso do Ministério da Educação e Desenvolvimento Humano – 2020-2022

Abstract

The inclusion of students with special educational needs in general secondary education creates constraints for teachers due to a lack of didactic and methodological preparation. This study aims to analyse the policies for access to education in Mozambique with regard to the inclusion of students with SEN in general secondary education, a case study of the Ministry of Education and Human Development for the period 2020-2022. The research is mixed (qualitative and quantitative) and empirical in nature. As data collection techniques, interviews and surveys were used with a universe of sixteen officials, including the managers of the Department of Special Education and the National Directorate of General Secondary Education, sampling is by convenience because it involves choosing cases that are easily available. By comparing the information obtained in the vast literature on this subject and the data collected in the field, it was possible to see that the inclusion of pupils with special educational needs in general secondary education is not adequate to meet the demands of pupils with SEN, due to a lack of preparation, training, curricular or methodological modifications and a lack of collaboration from parents/carers. As a result, there was a need for school management and teachers to create the logistical conditions for training in didactic and pedagogical strategies in order to resolve this problem. (TRADUÇAO NOSSA)