CURRICULAR TRANSFORMATIONS AND THE SPACE OF LOCAL CULTURES IN MOZAMBIQUE SCHOOLS: IS THE LOCAL CURRICULUM A SPACE FOR PROMOTING LOCAL CULTURES?

Abstract

The article discusses the place of local cultures in schools in the context of the curricular transformations that have taken place in Mozambican education since before colonisation, questioning whether the local curriculum, as part of the third curricular transformation, is an artefact that promotes local cultures. The bibliographical and documentary research showed that Mozambican education was monocultural during the period of traditional education and during colonial education. In the early post-independence years, education remained monocultural, seeking to form a ‘New Man’ with a national identity, neglecting knowledge and cultures. With the 1992 reform, education became multicultural, promoting respect between cultures. It wasn't until the 2004 reform that an innovation was introduced, the Local Curriculum, which made room for Intercultural Education, concerned with the interaction between global and local cultures.