(RETRO)PERSPECTIVE AND CONTOUR OF EDUCATIONAL CURRICULA IN MOZAMBIQUE

Abstract

This article whose theme is (Retro) Perspective and Contour of educational Curricula aims to describe, by way of comparison curricular models: anti-colonial, colonial and post-colonial, in order to understand the problem of western education practices that continue to this day. These practices have already been accused by several current intellectuals of being obsolete for valuing and discriminating local knowledge, in addition to promoting the absence of critical thinking, retarding intellectuality and prolonging colonization by explaining overwhelming cultural hegemonies. Therefore, this description allows us to envisage new pro-social models, open to local indigenous communities. Thus, curriculum neutrality, multiculturalism, or diversity is not in vogue, nor is it intended to demean the globalization of knowledge. However, it is intended to raise awareness about the harmonization and valorization of knowledge. For the production of this article, previous approaches to the same problem were explored, based on bibliographic and documentary studies cited in the text. As a result, local knowledge is expected to be integrated into school curricula in Mozambique with a new education model to allow easy understanding of technical-scientific and universal knowledge, as it will allow the valorization and reproduction of local cultural knowledge.