Doutorado em Educação

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Navegando Doutorado em Educação por Autor "Aliseda, Julian Mora"

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    In/capacidade de resiliência de políticas educacionais do nível primário em face à crise climática em Moçambique: estudo de caso-província de Sofala, cidade da Beira
    (Universidade Federal do Espírito Santo, 2025-10-21) Mutote, Dilson Arlindo; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; http://lattes.cnpq.br/9611663248753416; https://orcid.org/0000-0002-4505-7233; http://lattes.cnpq.br/2682277186802311 ; Ferreira, Eliza Bartolozzi; https://orcid.org/0000-0002-4100-9875; http://lattes.cnpq.br/4414820772031494; Aliseda, Julian Mora; https://orcid.org/0000-0001-8986-2720; http://lattes.cnpq.br/0424381820548351; Zeferino, Wagner Rodrigues; https://orcid.org/0000-0002-3653-0973; http://lattes.cnpq.br/0148479278762474; Santos, Sérgio Pereira dos; https://orcid.org/0000-0003-1218-214X; http://lattes.cnpq.br/9044437804351118
    Over the last three decades, Mozambique has been severely affected by the impacts of climate change, which particularly affect social sectors such as education. This Thesis critically analyses Mozambique‟s educational policies in the face of the climate crisis, taking into account the country‟s geographic challenges, the role of international organizations, the historical evolution of public policies, and the pedagogical practices adopted by school administrators and primary school teachers in the city of Beira. The Thesis is structured into eight chapters, each with the characteristics of a scientific article. The selection of Mozambique, the city of Beira, and the education sector followed the following main criteria: a) being a country whose geographic location is highly vulnerable to climate change; b) the major international organizations that finance the education and environmental sectors in Mozambique (the World Bank and Unesco); c) being one of the main sectors affected by climate change; and d) including primary school administrators and/or teachers (men and women teaching from 1st to 6th grade), with either secondary or higher education qualifications, who experience first-hand in schools and communities the harmful effects of climate change. The study adopted a qualitative and exploratory approach, based on critical documentary analysis and a case study, interpreted through the lens of Freirean and Arendtian theories and the concept of resilience. Overall, this Thesis confirms the absence of topics related to climate change and natural disasters in policy documents, curricula, subjects, and teacher training plans and programs at the primary level. The results show that, between 1983 and mid-2025, Mozambique was hit by at least 34 major tropical cyclones. In addition to the political influence of the World Bank and Unesco, other factors include vegetation loss, mangrove deforestation, dune destruction, deforestation, environmental pollution, weak coastal protection, and global warming. The study concludes that there is a pressing need to introduce reforms in educational policy.