Teacher appreciation during the period of implementation of curricular reforms and massification of public basic education in Mozambique (2004 - 2022)

Abstract

In the implementation of public educational policies in Mozambique, teachers are considered crucial and indispensable professionals for the success of this process, which suggests that they should be highly valued. This article reflected the appreciation of teachers during the period of implementation of the policy of massification of public basic education and curricular reforms in the country. Methodologically, this research is qualitative and bibliographical that used documentary analysis and academic production on themes inherent to teaching appreciation, such as data collection techniques. The thematic analysis of the information revealed that in the period in question, especially from 2016 until then, the process of massification of public basic education and current curricular reforms has not been accompanied by policies and actions to enhance the value of teachers. As a result, teaching is carried out in environments and working conditions that are mostly precarious, characterized by the lack and/or insufficiency of decent school materials and infrastructure, salary losses and reductions, lack of social benefits, career stagnation, work overload due to high number of students in classes and number of subjects taught, as well as social devaluation, lack of training and professional training to deal with curricular reforms effectively. These aspects have a negative impact on the daily teaching routine, on the quality of public education, on professional satisfaction and motivation and, possibly, on the mental health of these professionals. Given this verified reality, it is suggested that future research be developed that seeks to understand the implications of these conditions on teaching mental health.