LOCAL CULTURE AND THE POLICIES OF THE INTERNATIONAL MONETARY FUND AND THE WORLD BANK IN PRIMARY SCHOOL TEACHER EDUCATION IN MOZAMBIQUE

Abstract

The present text, in the form of an article, addresses in a relational manner the policy of primary school teacher education and the influence that multilateral organizations (International Monetary Fund - IMF and World Bank - WB) have had on the formative processes adopted by the State throughout its development as an independent nation. It is a writing that, in its initial phase, reflects on the basic concepts that allow us to understand the trajectory and changes that formative models have undergone; in the second phase, it examines the actions of these multilateral entities. As methodology, we resort to bibliographic review, which enables us to trace the historical context and highlight the forces and ideology that have guided the policies of primary school teacher education in Mozambique. The conclusion points to the lack of consolidation of the educational models; on one hand, there is a need for a systematic study of cultural diversity/difference and the values to be cultivated as a nation; on the other hand, the adoption of policies imposed by international organizations without prior debate and scientific study subjects the country to constant alterations and adaptations.