Inclusive education in Mozambique: a systematic review of mozambican scientific production

Abstract

This study aimed to problematize inclusive education in Mozambique through a detailed bibliographic survey of scientific studies produced by Mozambican authors. The methodology consisted of a literature review conducted in databases such as SciELO/SciELO Brazil, CAPES Journals, and Google Scholar. The search covered the period from 1998 to 2024, with the analysis focusing on ten publications from the last seven years (2018–2024), specifically within the field of Human Sciences, with emphasis on Education and Psychology. The results indicate that, despite Mozambique’s adherence to international treaties promoting inclusive perspectives since the 1990s, research on these policies remains recent and still incipient. A significant gap was identified between the timing of the implementation of educational policies and the emergence of studies examining their impacts on concrete realities. The analysis revealed an incongruity between theory and everyday practices, characterizing inclusive educational policy as a largely ineffective discourse, which contributes to low enrollment and retention rates of students with disabilities in the education system. The main challenges identified include the lack of qualified teacher training and inadequate infrastructure, among others. It is concluded that a political-educational action aligned with the country’s concrete conditions is essential, aiming at the construction of a just society, free from prejudice, and committed to the promotion of human dignity.