Advisor(s)
Abstract(s)
A utilização das tecnologias digitais no ensino básico tem sido uma matéria cada vez mais discutida no contexto dos países em desenvolvimento. Nesse sentido, com suporte numa revisão sistemática da literatura, esta pesquisa apresenta uma análise das políticas públicas orientadas para tecnologias digitais no ensino básico em Moçambique. Primeiramente, o artigo destaca a importância do acesso às tecnologias digitais para a melhoria da qualidade do processo de ensino-aprendizagem. Seguidamente, são apresentadas as políticas públicas adaptadas pelo governo moçambicano nesse sentido. Entre as principais acções destaca-se, por exemplo, a criação do Plano Estratégico do Sistema de Ensino (PESE), que tem como objectivo promover a inclusão digital no ensino básico, e a implementação do programa “Um Computador por Professor (UCP)”, que procura equipar os professores com computadores portáteis e formá-los para o uso dessas tecnologias em contexto de sala de aula. Além disso, o artigo discute os desafios enfrentados na implementação dessas políticas públicas, como a falta de infra-estrutura e a falta de capacitação dos professores para lidar com as tecnologias digitais, mas também o papel da participação da sociedade civil e da iniciativa privada nesse processo, especialmente no que se refere ao fornecimento de equipamentos e ao desenvolvimento de soluções tecnológicas específicas para o contexto moçambicano. Finalmente, o artigo conclui que a implementação de políticas públicas orientadas para tecnologias digitais no ensino básico em Moçambique ainda é um desafio, mas que as acções em curso representam um passo importante para a melhoria da qualidade de ensino e para a promoção da inovação e inclusão digital no país.
The use of digital technologies in basic education has been an increasingly discussed issue in the context of developing countries. In this sense, supported by a systematic literature review, this research presents an analysis of public policies oriented towards digital technologies in basic education in Mozambique. First, the paper briefly contextualizes the Mozambican educational system and highlights the importance of access to digital technologies for improving the quality of the teaching-learning process. Next, the public policies adopted by the Mozambican government in this regard are presented. Among the main actions, we highlight, for example, the creation of the Strategic Plan for the Education System (SPES), which aims to promote digital inclusion in basic education, and the implementation of the "One Computer per Teacher (OCT)" program, which seeks to equip teachers with laptops and train them to use these technologies in the classroom context. In addition, the article discusses the challenges faced in the implementation of these public policies, such as the lack of infrastructure and the lack of training of teachers to deal with digital technologies, but also the role of the participation of civil society and private initiative in this process, especially with regard to the supply of equipment and the development of specific technological solutions for the Mozambican context. Finally, the article concludes that the implementation of public policies oriented towards digital technologies in basic education in Mozambique is still a challenge, but that the actions underway represent an important step towards improving the quality of education and promoting digital innovation and inclusion in the country.
The use of digital technologies in basic education has been an increasingly discussed issue in the context of developing countries. In this sense, supported by a systematic literature review, this research presents an analysis of public policies oriented towards digital technologies in basic education in Mozambique. First, the paper briefly contextualizes the Mozambican educational system and highlights the importance of access to digital technologies for improving the quality of the teaching-learning process. Next, the public policies adopted by the Mozambican government in this regard are presented. Among the main actions, we highlight, for example, the creation of the Strategic Plan for the Education System (SPES), which aims to promote digital inclusion in basic education, and the implementation of the "One Computer per Teacher (OCT)" program, which seeks to equip teachers with laptops and train them to use these technologies in the classroom context. In addition, the article discusses the challenges faced in the implementation of these public policies, such as the lack of infrastructure and the lack of training of teachers to deal with digital technologies, but also the role of the participation of civil society and private initiative in this process, especially with regard to the supply of equipment and the development of specific technological solutions for the Mozambican context. Finally, the article concludes that the implementation of public policies oriented towards digital technologies in basic education in Mozambique is still a challenge, but that the actions underway represent an important step towards improving the quality of education and promoting digital innovation and inclusion in the country.
Description
Keywords
Ensino básico Inclusão digital Políticas públicas Tecnologias digitais
Pedagogical Context
Citation
Meia, Aleque; Gonçalves, Bruno F. (2023). Políticas públicas orientadas para a integração das tecnologias digitais no ensino básico em Moçambique. Revista Electrónica de Investigação e Desenvolvimento. ISSN 2310-0036. 14:1,p. 1-12
Publisher
Universidade Católica de Moçambique