Abstract:
This dissertation analyzed the perceptions and practices of primary school teachers of the 3rd
cycle of primary education of Matola pedagogical influence zones 4 and 1 of the Moamba
district on CBC (current). It was intended to analyze these teachers' perceptions and practices
at this level of education in the above-mentioned schools against the competency-based
curriculum and specifically to describe the perception that primary school teachers have
about BCC (in use), to describe the process of planning the teaching and learning process in
order to meet the demands that this curriculum model imposes, to identify the criteria and
methods and selection used by primary school teachers in guiding their classes and to explain
the criteria, techniques and instruments used for the assessment of competences acquired by
students. It was a field research with mixed approach, involving 4 Matola and 5 Moamba
schools with a total of 69 teachers, including managers. As obtained results, teachers have a
fragmented perception of BCC as, of the 69 participants, 30 focus on the student, eight on
active methods, 28 on formative assessment. The procedures consist of the teacher using the
manuals and dosages that are elaborated taking into account the programs and the PCEB for
their daily planning. About the methods, 75.3% use the expository method as main and often
exclusively. Regarding to assessment, it continues to have a summative and non-formative
focus as there is no record of learning follow-up and no different assessment techniques from
the questionnaire (written test) are systematically used. From the research, it is concluded that
although teachers have fragmented perception, they also have a reasonable perception about
BCC , yet their practices are far from what this curriculum model requires. Hence, it is
suggested that the reflection on the contextual conditions before the curriculum reform,
greater focus on dissemination, teachers' involvement in curriculum changes and indication
of managers with training related to school management.
