Teacher Training and Educational law in Mozambique

Abstract

This article examines teacher training in Mozambique and its impacts on educational law, using Historical-Critical Pedagogy as a theoretical framework, offering a solid basis for understanding the implications of reforms in the Mozambican educational context, particularly in teacher training and the achievement of right to education. Through a bibliographical review and critical analysis of implemented educational policies, the article discusses the contradictions and challenges of these reforms, proposing reflections on the construction of an education that promotes social emancipation and integral human development. The research reveals that successive reforms in education in Mozambique do not always bring satisfactory results in promoting educational rights. Such difficulties have impacted educational quality and rights, making a more effective alignment of training processes essential.