Actualização do ensino de geografia na Escola Comercial de Maputo

Abstract

This study investigates the update that the teaching of Geography at the Commercial School of Maputo assumes in face of the demands of the job market. The problem and the lack of a Geography update implemented since 1983 at that school. Therefore, the question, the general research question and how to adjust the Geography program at the Commercial School of Maputo to the current demands of the job market. To answer the general question, the study uses a qualitative approach to development research. For the collection of data, a sample of 67 participants was selected, distributed among five groups of stakeholders, namely teachers of Geography, students, graduates, employers and a technician in the area of curricular planning of the National Directorate of Technical Education in the Ministry of Education and Culture. From the evaluation of the current program and the needs assessment, it was found that the program has contents that are out of step with the current national and international social and economic development and the Geographic Sciences and the curriculum of the basic level accounting course disintegrated, distancing itself from the required skills. in the job market. The result of this study is a lesson plan that serves as an example of the realization of a competency-based curriculum that can adjust to the context of employment. The conclusions of this study point to the need to adjust the program to the requirements of the job market, which involves updating and integrating content and applying student-centered education to train competent technicians. Finally, the study recommends the reform of the Geography program of the Accounting course at the Commercial School of Maputo and of Technical-Professional Education for the training of competent technicians and the involvement of all stakeholders linked to the teaching-learning process since the from conception, through implementation, to evaluation, so that curriculum changes are meaningful.