Análise metodológica do Programa de Língua Portuguesa do 1º ciclo do Ensino Primário em Moçambique

Mawonela ya tshimatshima ginga paluxwa ka progarama ya lirimi ga Ciputukezi ya sikulu yo 1la ka Tigondzo Tovala Musambiki

Abstract

We present an analysis of the method proposed on the Portuguese Language Program, 1^st cycle of the Primary Education in Mozambique. From the sources previously published, by applying a systematic literature review, we selected relevant data from published studies in order to propose solutions to the issues encountered in the program analyzed. In addition to the Primary Education Program, the main sources selected are ministerial diplomas and instructions, and textbooks that focus on education in Mozambique. Other sources that address the development of phonological awareness were selected. Throughout the existence of ambiguity in the methodological orientation proposed in the program under analysis, the lack of literature/ministerial decrees that guide the approach to the development of phonological awareness in the teaching and learning process in Mozambique, as well as the sharing of contributions in the improvement of the quality of education in Mozambique. Having verified that the program and other ministerial documents do not present suggestions on the development of phonological awareness approaches in Primary Education and adult literacy. We propose additions to the program to include the approach of the phonological awareness, because several studies done by the training of this skill reveal positive results in students, since this is a skill that can be trained, and its training is productive for the initial development of reading and writing in fundamental learning (Marchetti, 2007; Marques, 2023).