Abstract:
In the Mozambican context, the proposal for an inclusive national education system is based on
conventions, strategies, policies and laws from the end of the 20 th century to the beginning of the
21 st , whose principles are based on the idea of democratization, equal opportunities, equity and
diversity in the teaching and learning process. However, in reality, teaching and learning practices
including people with disabilities have proven to be far from the theories of an inclusive education
approach. Therefore, through this research we reflect on pedagogical practices in Primary
Education in Gaza province, district of Mandlakazi, crossing theoretical perspectives on school
inclusion with pedagogical practices in the classroom. Methodologically, we crossed
bibliographical research, observation of the school environment and classes with direct contacts,
through semi-structured interviews with focus groups compounded by teachers, students and
community members, to gather insights and contributions that promote and improve the
environment of inclusive education. As a result, although the process of school inclusion in
Mozambique calls for education for all, we understand that it is still at an early stage, oscillating
between rhetoric and the experimentation of some practices, on a small scale. As a result,
challenges related to accessibility are still visible. In pedagogical practices, there are structural and
systemic challenges, from the theoretical perspective of preparing teachers to in-service teacher
training on disability and inclusion, which is characterized by being irregular, given technical and
financial limitations. For this reason, the education system must invest in and combine: awareness
raising of all education stakeholders on school inclusion; transforming infrastructures, equipment
and furniture into inclusive ones; and emphasizing teachers' pedagogical workshops on
participatory and inclusive methodologies
