Abstract:
In the educational system, the support and recovery of students with learning difficulties are one of the bases for guaranteeing the quality of the teaching and learning process. The present study was carried out with the objective of comparing the evaluative practices of the Mozambican and French curricula that aim to support and recover students with difficulties in Mathematics. The study was carried out in two primary schools located in the City of Maputo: one from the Mozambican curriculum and another from the French curriculum. A sample of 75 elements was constituted, of which two mathematics teachers and 73 students from the selected classes. The same study was guided by the following research questions: (i) What are the characteristics of the Evaluative practices of the Mozambican and French curricula ?; (ii) What are the activities carried out by Mozambican and French teachers to support and recover students with difficulties in Mathematics ?; (iii) What conditions can be adopted for an effective implementation of a support program for students with learning difficulties? Using a qualitative approach, the following data collection instruments were used: Questionnaire, Observation Form and Interview. The results obtained showed that, in the compared curricula, the evaluative practices present a discrepancy in the attendance of students with difficulties in Mathematics. The following conclusions were highlighted: one of the characteristics of effective evaluation practices is the use of evaluation results to identify, analyze and remedy the difficulties that students encounter in their learning; the implementation of support and recovery activities for students with difficulties is one of the obligations of teachers committed to the academic success of all students; an effective implementation of a program to support students with learning difficulties would require as conditions: improved school infrastructure, solid training of those responsible for education, strong collaboration between parents, schools and students in educational activities. For this reason, the following recommendations are essential: (a) considering education as a national priority; (b) creation of the national framework that offers favorable conditions for teaching and learning; (c) teachers' professional commitment to the academic success of each student; (d) production of scientific bases that can support a program to support school success in Mozambique. (TRADUÇÃO NOSSA)
