THE CONSTRUCTION OF THE LOCAL CURRICULUM IN THE SCHOOL MAGUIGUANE COMPLETE PRIMARY- MANDLAKAZI DISTRICT – MOZAMBIQUE
Scholars point out that the construction of a local curriculum in the social sciences is the result of the involvement of the community in the school and other actors who participate in the teaching of transversal themes through the wisdom linked to agriculture, civil construction, carpentry and tra...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade do Estado da Bahia (UNEB) |
| Repositorio: | Cenas Educacionais |
| Idioma: | portugués |
| OAI Identifier: | oai:revistas.uneb.br:article/19954 |
| Acceso en línea: | https://www.revistas.uneb.br/cenaseducacionais/article/view/19954 |
| Access Level: | acceso abierto |
| Palabra clave: | Local curriculum Local knowledge Local content Currículo local Conocimiento local Contenido local Saberes locais Conteúdos locais |
| Sumario: | Scholars point out that the construction of a local curriculum in the social sciences is the result of the involvement of the community in the school and other actors who participate in the teaching of transversal themes through the wisdom linked to agriculture, civil construction, carpentry and traditional medicine. This article aims to analyze the process of building the local curriculum in social sciences at the Escola Primaria Completa de Maguiguane in the District of Mandlakazi. The study was based on a qualitative approach based on the following methods and techniques: literature review, direct observation, questionnaire, analysis and synthesis. In view of this, it was possible to realize that the process of building the local curriculum must take into account the contents and local knowledge where students actively participate and become owners of themselves, give their ideas, participate in class, talk about their experiences . The study suggests that in the elaboration of the contents, the potential of each region, district or locality must be taken into account, where community members and other curriculum makers must have a grid that controls the collected local contents so as not to create an ambiguity in the among the makers of it. |
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