Abstract:
Analysis of the implementation of Inclusive Education Strategies in the Matola Teachers Training
Institute is a study that seeks to know and understand the process of implementing the Educational
Inclusion of people with disabilities and / or Special Educational Needs in terms of the training of
primary teachers since their introduction in Mozambique, during the “Inclusive Schools Project”, in
1998. The present study, being exploratory and qualitative, was carried out at the Matola Teacher
Training Institute, where the following data collection instruments were applied: questionnaire with
mixed questions, guide for class assistance and semi-structured interview guide. Consequently, the
following data collection techniques were explored: the questionnaire, direct observation, the interview
and the literature review for a sample of 15 elements, including managers, trainers and trainees. The
results show that there is a gap (abysmal) between the prescribed Inclusive Education Strategies and
their implementation in the training of primary teachers derived from the lack of appropriation or
knowledge of International and National Inclusive Education Strategies, scarcity of resources
(financial, material and human) suitable for the inclusion of all and weak mastery of the current
Inclusive Education Strategies, despite the efforts made by the government and different stakeholders
in the design and development of curricula and models for training primary teachers that respond to the
implementation of Inclusive Education Strategies throughout 22 years of Inclusive Education in
Mozambique.
