Reforms and innovations: an analysis of curricula in the context of globalization – the case of the primary school curriculum from the perspective of inclusion for deaf students in Mozambique

Abstract

This article analyzes primary school curriculum reforms in Mozambique, in a context influenced by globalization, and aims to understand how deaf students are being included in this process. Globalization has brought standardized teaching models that help develop internationally recognized skills, but at the same time, it has reduced the appreciation of the cultural and linguistic diversity that characterizes our country. Based on a qualitative approach, the study drew on literature on globalization, curriculum, inclusion, and bilingual pedagogy, combining reflections from a critical analysis of the Primary Education Curriculum Plan and other official documents. The results show important advances such as the recognition of Mozambican Sign Language, the provision for adaptations in assessments, and references to teacher training to cater for deaf students. Despite this, challenges remain, such as the lack of a structured bilingual curriculum based on sign language; teacher training remains weak; there is a lack of clear goals, accessible teaching materials, monitoring indicators, and specific guidelines for assessment in sign language; and finally, the curriculum remains very focused on oral communication, which hinders learning and undermines the linguistic identity of deaf students.