<strong>INTERDISCIPLINARITY AND THE PEDAGOGICAL PRACTICE IN MOZAMBIQUE</strong>

Abstract

The present piece of work seeks to bring about some subsidies aiming to introduce change in the pedagogical practice in Mozambique having as a presupposition the need for appropriation, to the official curriculum, of the local background knowledge that the local communities possess. For this premises to be successful, it is recommended that the country’s public educational policy makers give major priority to the training of educators, which training be capable of contemplating the possibility of appropriating the cultural and nonscientific wealth which is present, sometimes in a latent form, in those communities. This assumption comes from the fact that, in the educators’ training there is a need of a space for the creation and the recreation of a methodology which can direct the educator to look incessantly for the local background knowledge in the communities, so that he/she can extract the universal existing in this knowledge, turning it into a school knowledge.