Abstract:
The dissertation sought to analyze the Multicultural curriculum in Educational Policies in
Mozambique and its Epistemological Strategies for multicultural Pedagogical Practices for the
construction of otherness in Mozambican schools with a focus on some primary schools in Maputo.
Its specific objective was to explain how Mozambican educational policies are configured for a
multicultural curriculum perspective; describe the extent to which Educational Policies in
Mozambique contemplate multiculturalism in the curriculum and take into account cultural
expectations for the construction of otherness at school; describe how teachers incorporate the
cultural difference present in the classroom into their pedagogical practices and, finally, identify
the epistemological strategies (criteria, methods and instruments) used by teachers to construct
otherness in the classroom. The dissertation was guided by the following question: What
epistemological strategies of multicultural pedagogical practices are conveyed in educational
policies in Mozambique for the valorization/construction of others at school? This was field
research with a mixed approach (quali-quanti) involving 6 schools, with a total of 100 primary
school teachers. The research concluded that teachers have a reasonable perception of the
multicultural curriculum due to its influence on the local curriculum and apply the in-depth method
in the classroom, but their pedagogical practices are far from what this curricular model requires
in the classroom. In this sense, it is necessary to recognize the multicultural curriculum not as an
ideological action, but as something inherent to everyday school practices. It is necessary to
reframe the curriculum to a multicultural perspective
