Resumo

GERKE, Janinha  e  SINALO, Tané Joaquim. RATIONALITY OF CURRICULAR DEVELOPMENT IN MOZAMBICAN RURAL FAMILY SCHOOLS. e-Curriculum [online]. 2021, vol.19, n.1, pp.497-516.  Epub 10-Maio-2021. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2021v19i1p497-516.

The research supporting this article was intended to revive the efforts of Rural Family Schools (EFRs) practicing Alternation Pedagogy in the Republic of Mozambique. This is a study that used the dialectical method and aimed primarily at evaluating the rationality of the curriculum developed in Pedagogy of Alternation. The research results were achieved by applying the content analysis technique. They revealed that, in the Mozambican context, the rationality of a curriculum developed in Pedagogy of Alternation focuses on the need for young people in rural areas to enjoy the right to access a decent professional education, preserving indigenous values and; in the commitment of Rural Family Schools to produce comprehensive, humanized, quality education, as well as to face the challenges of the world of work in today's society.

Palavras-chave : Curriculum; Curriculum development; Integral human formation; Alternation pedagogy.

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