Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-03-01T14:12:10Z No. of bitstreams: 1 dinishilarioguibundana.pdf: 963274 bytes, checksum: 0ecf6ac8dd72f2a20a3cc157ba80fb40 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-03-03T14:39:42Z (GMT) No. of bitstreams: 1 dinishilarioguibundana.pdf: 963274 bytes, checksum: 0ecf6ac8dd72f2a20a3cc157ba80fb40 (MD5) / Made available in DSpace on 2016-03-03T14:39:42Z (GMT). No. of bitstreams: 1 dinishilarioguibundana.pdf: 963274 bytes, checksum: 0ecf6ac8dd72f2a20a3cc157ba80fb40 (MD5) Previous issue date: 2013-08-12 / O presente trabalho, intitulado “Gestão da implementação do novo currículo de ensino básico em Moçambique: o caso das escolas do distrito municipal KaMaxakeni”, na cidade de Maputo, em Moçambique, tem como objetivo avaliar a gestão da implementação do novo currículo do ensino básico, com destaque para as inovações introduzidas, particularmente ao ensino básico Integrado. Os gestores do distrito foram submetidos a entrevistas, e os das escolas do distrito onde ocorreu o estudo responderam a questionários. A investigação desses sujeitos foi fundamental para o desenvolvimento desta pesquisa. As reflexões sobre as políticas curriculares foram fundamentadas nos seguintes autores: Delors (1996), Libâneo (1998), Pacheco (2000), Sacristán (2000), Mainardes (2006), Lück (2008), entre outros. Foram também utilizados como referência os documentos oficiais do Ministério de Educação, designadamente, o Plano Curricular do Ensino Básico e o Regulamento Geral das Escolas do Ensino Básico. Este estudo teve como foco as ações dos gestores escolares e professores na sua árdua tarefa de implementar as inovações curriculares do ensino básico. Naturalmente, a proposta de intervenção apresentada indica um conjunto de ações a serem desenvolvidas pelo distrito de KaMaxakeni, para que, com a capacitação dos gestores e professores a implementação dessa proposta curricular tenha os níveis de realização desejados. / The present work “implementation management of the new curriculum in elementary schools of Mozambique” aims to monitoring and assessing its implementation in elementary education taking into account the innovations introduced in the integrated elementary education. The managers of the district have undergone an interview, while the managers of schools answered a questionnaire. The information provided was fundamental for making this research. The reflections concerning curriculum policies have been discussed by following authors. Delors (1996), Libâneo (1998), Pacheco (2000), Sacristan (2000), Mainardes (2006), Luck (2008), and others. Official documents from Ministry of Education have been used (curriculum of elementary education and general rule of elementary education).This study focused on both school managers and teachers, in recognition of their effort due to curriculum innovation in the elementary education .Of course this proposal also emphasizes that some actions must be developed by the district of KaMaxakeni.

Orientador: Mariza Correa / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-19T01:15:37Z (GMT). No. of bitstreams: 1 Passador_LuizHenrique_D.pdf: 15504513 bytes, checksum: ba82e021b1774ffbe8562473e06d4635 (MD5) Previous issue date: 2011 / Resumo: Esta tese é resultado de pesquisas etnográficas realizadas no distrito de Homoíne, Província de Inhambane, no Sul de Moçambique. Visando compreender como se dá a experiência da população local com o HIV/Aids num contexto rural, a partir de suas concepções "tradicionais" sobre as doenças e curas, o trabalho investiga os elementos que constituem o campo reconhecido emicamente como "tradição" e suas conseqüências pragmáticas no trato com a epidemia. Analisando o parentesco, as relações de gênero, a feitiçaria e a medicina tradicional, procura-se demonstrar como as concepções de doenças tradicionais estão associadas a um contexto de predação que tem suas raízes nas guerras que construíram as formas de socialidade na região Sul de Moçambique. Nesse contexto de conflitos que atravessam a história desde o período pré-colonial, as doenças tendem a ser experimentadas pelo viés persistente dessas concepções tradicionais, que associam as enfermidades a formas de predação fundadas no estatuto de alteridade dos agentes sociais que as produzem ou como rupturas de ordens internas ao campo social. A experiência com o HIV/Aids se dá dentro desse cenário, o que interfere nas formas de concepção local da doença e afeta as formas de controle da epidemia / Abstract: This thesis is the result of ethnographic researches conducted in the district of Homoíne, Inhambane Province, southern Mozambique. In order to comprehend the local experience with HIV / AIDS in a rural context through the "traditional" concepts about diseases and healing, the paper investigates the elements that constitute the emic field known as "tradition" and their pragmatic consequences in dealing with the epidemic. Analyzing kinship, gender relations, witchcraft and traditional healing, it seeks to demonstrate how traditional conceptions of disease are associated with a context of predation that has its roots in the wars that built the forms of sociality in the southern Mozambique. In this context of conflicts that pervade the story since the pre-colonial period, diseases tend to be experienced by the persistent bias of these traditional views, that the diseases associated with forms of predation based on the status of alterity of the social agents that produce them or as internal breaks the social order. The experience with HIV / AIDS takes place within that scenario, which interferes with the local ways to conceive the disease and affects the ways to control the epidemic / Doutorado / Doutor em Antropologia Social

Orientador: Marilda do Couto Cavalcanti / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-20T05:14:53Z (GMT). No. of bitstreams: 1 Patel_SamimaAmade_D.pdf: 1971313 bytes, checksum: 6760c5646819060d63bbbf79037ec703 (MD5) Previous issue date: 2012 / Resumo: O presente estudo é o resultado de uma pesquisa qualitativa, com um viés etnográfico interpretativo (ERICKSON, 1982; MASON, 1997), situada na Linguística Aplicada em sua vertente INdisciplinar (MOITA LOPES, 2006) e transgressiva (PENNYCOOK, 2006), com atenção particular em contextos de minorias (MAHER 1997, 2006) ou minoritarizados (CAVALCANTI, 1999, 2006), bem como no contexto sociolinguístico moçambicano (LOPES 2004). A pesquisa focaliza os posicionamentos dos formandos do II Curso da Licenciatura em "Ensino de Línguas Bantu" da Universidade Eduardo Mondlane, em Moçambique e nos Institutos de Formação de Professores, com base nas disciplinas de "Didáctica de Ensino de Línguas Bantu e Metodologias de Educação bilingue" e "Estágio". O trabalho busca sustentação teórica nos Estudos Culturais (BHABHA, 1994; CAVALCANTI, 2007, 2011; HALL, 1992, 1999; MAHER, 1998, 2007; WOODWARD, 2009; SILVA, 2009) e Estudos Poscoloniais (APIAH, 1997; BHABHA, 1994; CAVALCANTI, 2007, 2011; LOOMBA, 1998; MENEZES DE SOUZA, 2004; SOUSA SANTOS, 2004). No concernente ao posicionamento, a tese sustenta-se em teorias sobre o posicionamento interaccional (MOITA LOPES, 2009; WORTHAM, 2001) e posicionamentos marcados como ideológicos (BORBA, 2011; MOITA LOPES, 2009). Neste estudo opero numa visão de linguagem dialógica e discursiva e no reconhecimento do bilinguismo e educação bilingue (CAVALCANTI, 1999, 2011; GARCIA, 2009; MAHER, 1998, 2006; ROMAINE, 1995) e, ainda, do letramento/literacia e e-letramento/e-literacia como práticas sociais específicas (BARTON, 2006; CAVALCANTI, 2001; FREIRE, 2002; HORNBERGER, 2003; MARTIN-JONES, 2010; STREET, 1984, 2003). Tendo os Fóruns de Discussão em ambiente virtual como foco principal da análise procedi à investigação dos posicionamentos dos participantes em seu processo de formação, visando responder a questão norteadora do estudo: "Como os participantes da pesquisa se posicionam interaccionalmente no processo pedagógico de sua formação como formadores de professores de educação bilingue?" Para isso foram escolhidos, para a análise, os seguintes temas vistos como importantes na sua formação: (a) bilinguismo e educação bilingue, (b) cultura, identidade, diferença e (c) pragmatismo profissional. Os resultados mostram que, na transição entre as aulas presenciais, o ambiente virtual e o estágio pedagógico, os participantes da pesquisa, especialmente os alunos, transitam entre posicionamentos críticos ou de aceitação, ideologicamente marcados como étnicos/linguísticos/culturais ou marcados como unidade nacional, na maioria das vezes, relacionados ao contexto moçambicano e indo além do contexto educacional. Assim, no que se refere a bilinguismo e educação bilingue há questionamento sobre hipóteses de ensino em contexto bilingue, principalmente, em relação a conceitos tais como bilinguismo equilibrado e semilinguismo, políticas linguísticas e direitos linguísticos. Quanto a cultura, identidade e diferença há tensões críticas pessoais, interétnicas e institucionais fortemente colocadas. No concernente a profissionalização há uma busca de espaço de trabalho legitimado por políticas linguísticas favoráveis às línguas Bantu e à educação bilingue / Abstract: This study is the result of a qualitative research, under an ethnographic interpretative perspective (ERICKSON; 1982; MASON, 1997) set on INdisciplinary (MOITA LOPES, 2006), and transgressive Applied Linguistics (PENNYCOOK, 2006), with especial attention to minority (MAHER, 1997; 2006), or minoritisized contexts (CAVALCANTI, 1999; 2006), as well as Mozambican sociolinguistic context (LOPES, 2004). The research focuses on positioning of those graduating in the II Teaching Course on Bantu Languages, offered by the University Eduardo Mondlane in Mozambique and the Teachers' Training Institutes, based on data collected at the subjects: Bantu Languages Teaching Didactics and Bilingual Education Methodology, and Supervised Internship. This study designs its theoretical basis on Cultural Studies (BHABHA, 1994; CAVALCANTI, 2007; 2011; HALL, 1992; 1999; MAHER, 1998, 2007; WOODWARD, 2009, SILVA, 2009), and postcolonial studies (APIAH, 1997; BHABHA, 1994; CAVALCANTI; 2007, 2011; LOOMBA; 1998; MENEZES DE SOUZA, 2004; SOUSA SANTOS, 2004). Concerning its point of view, the dissertation is based on theories about interactional positioning (MOITA LOPES, 2009; WORTHAM, 2001), and those positioning marked as ideological (BORBA, 2011; MOITA LOPES, 2009). I carry out this study under a dialogical and discursive view of language, and the recognition of Bilingualism and bilingual education (CAVALCANTI, 1999, 2011; GARCIA, 2009; MAHER, 1998; 2006; ROMAINE; 1995), as well as literacy and e-literacy as specific social practices (BARTON, 2006; CAVALCANTI, 2001; FREIRE, 2002; HORNBERGER, 2003; MARTIN-JONES, 2010; STREET, 1984, 2003). Virtual Discussion Forums were the main target for analysis, and the investigation of participants on training process was carried out in order to answer the study's guiding question: How do the study participants set their positioning, in interactional terms, on pedagogical process of their own apprenticeship as Bilingual Education Teacher Trainers? The topics chosen for analysis, regarded as important to their training process were (a) bilingualism and bilingual education; (b) culture, identity, difference; and (c)professional pragmatism. Results showed that participants, on the transition between classes, virtual environment, and pedagogical internship, especially those ones finishing the course, ranged from critical positioning to those of acceptation, ideologically marked as ethnic/linguistic/cultural, or marked as national unity, mostly related to Mozambican context and going beyond educational context, Thus, concerning bilingualism and bilingual education, there is questioning about teaching in bilingual context hypotheses, mainly about concepts such as balanced bilingualism and semilingualism, linguistic politics and linguistic rights. Regarding culture, identity, and difference, there are strongly set personal, interethnic, and institutional conflicts. Concerning professional perspectives, there is a pursuit for working opportunities legitimated by language policies favorable to Bantu languages and bilingual education / Doutorado / Multiculturalismo, Plurilinguismo e Educação Bilingue / Doutor em Linguística Aplicada

The number of people around the world who are affected by humanitarian crises has almost doubled in the past decade. For instance, in 2016, Southern Africa experienced the worst drought in 35 years, due to the weather phenomenon El Niño, and all aspects of society were affected. The aim of this thesis is to identify and analyse different types of challenges humanitarian relief programmes face in their disaster management in two different contexts: a conflict and a non-conflict context. The thesis combines both disaster management and peace and conflict studies. Interviews have been conducted in Zimbabwe (non-conflict) and Mozambique (conflict) with INGOs, UN organisations and donors that were involved in the humanitarian relief programmes in the countries during the El Niño induced drought in 2016. The programmes experienced various challenges, and additional challenges have been found in the humanitarian relief programmes in Mozambique due to the conflict. This thesis contributes to the existing theory with one piece of the puzzle: combining the theories on disaster management and peace and conflict studies and showing that neighbouring countries to those in conflict are likely to get spillover challenges from the country in conflict, primarily due to issues with refugees.

The question of the cultivation of cash crops in Africa south of Sahara has long been debated. We have examined the situation of cash crop cultivation for the peasant of northern Mozambique. What factors are needed for a peasant to be able to choose to cultivate cash crops and what are the effects on the peasant’s situation when cultivating cash crops? With help from James C. Scott’s theories about food security and the safety first principle see how the possibilities are for the peasant to grow cash crops. By using the Lewis two-sector model we have examined the possibilities for a peasant of northern Mozambique abilities to make the transition from the agricultural sector to the industrial sector. We found this model insufficient to explain the transition of labour in the Mozambican society. The model needs two additional sectors to fully explain the transition in Mozambique. These sectors, cash crop and semi-industrial, are needed because the transition is too far in terms of productivity and technology. An extensive cash crop production is therefore important for the economic development. We have also found that food security is important for the peasants in order to start growing cash crops.

M.A. / The study of the two possible routes for the magnetite slurry pipeline between Phalaborwa and Maputo was motivated because of the impact it can have on the environment. Since the early 1970's the environment has become more and more important to the people that live in it. By law any development should by forgone by an Environmental Impact Assessment, and for that reason this study was undertaken. Environmental Impact Assessment (E.I.A.) measures impacts of one or more environmental indicators on the environment. Further more an Environmental Impact Assessment means a national procedure for evaluating the likely impact of a proposed activity on the environment. It is thus a tool used to minimise the impacts of human development on the environment. This tool will be used to compare the two routes and to identify the route with less Environmental Impact. Within the growing field of environmental science and engineering, there is increasing interest in and use of Environmental Assessment (EA). In this form of assessment, the experts evaluate the probable impact of a range of alternative actions that have been proposed in response to a problem, in this case the placing of a pipeline from Phalaborwa to Maputo. Environmental Impacts may be considered in light of economic, social, or security constraints; hence the lightest impact is not necessarily always chosen by planners.

Water is one of the most important resources in South Africa. The increased pressure on river systems in SA as a result of human activities and industrial development is evident from the systematic deterioration of the Olifants River (Mpumalanga). While the number of water users grows daily, the river is seen as a convenient disposal site. It is necessary to continually monitor the river to be aware of its status. Regular monitoring also supplements the existing data on water quality, biotic communities and possible points of pollution. The study had the following aims: Firstly to contribute to a larger project on the effect of pollutants on the physiology of fish populations in the Olifants River. This study concentrates on the bioaccumulation of certain metals (i.e. chromium, copper, iron, manganese, nickel, lead, strontium and zinc), in the gills, liver and muscle of Labeo congoro. Standard methods were used to prepare the organs and tissues for metal analysis using atomic absorption spectrophotometry. The following conclusions were reached subsequent to statistical analysis of the results: • The highest mean concentrations of all metals were recorded in the liver of Labeo congoro. • The lowest mean metal concentrations were calculated in the muscle, except for chromium, the concentrations of which were the lowest in the gills. • The highest mean concentration of each metal was recorded in organs / tissues of fish sampled at locality 2. • None of the three localities can be singled out to indicate the lowest mean concentration of each metal. Summary iii The second aim of this study was to determine the 96-hr LC50 (lethal concentration at which 50% of the test population dies) of nickel. Oreochromis mossambicus was used as test organisms for these laboratory studies. A flow through system was used to ensure that the organisms were exposed to the same concentration of nickel for 96 hours. Subsequent to the 96-hr LC50 determination, test organisms were subjected to sublethal exposure of nickel to determine the effects of the various concentrations of the haematology and blood coagulation processes of fish. The following conclusions were drawn from the statistical data processing: • The 96-hr LC50 of nickel for Oreochromis mossambicus is 50 μg.l-1. • The exposure to sublethal concentrations of nickel did effect certain haematological variables • No statistically significant differences in the blood coagulation variables at different sublethal concentrations of nickel were confirmed The results of this study can be used to supplement the database on the water quality and general status of the Olifants River (Mpumalanga). The LC50 of nickel can be used as one of the variables in water quality studies. / Prof. Johan van Vuren

Masters of Art / In this full thesis, I explore the impact that HIV and AIDS pandemic is having in the livelihood strategies of rural women in Mozambique. My intention in this work is to highlight the navigation of Mozambican women through this harsh era. I establish a discussion about land as major asset in a poor and mainly agricultural country like Mozambique. And the fact that many scholars and policy makers are concerned about the escalating number of young widows that have had their land and other assets expropriated after the deaths of their husbands, mainly due to the HIV and AIDS pandemic. The convergence of the colonization process, the civil war (that took over 16 years in Mozambique) and the modernization/development process have been systematically trapping women in the interface between traditional and modern social organization. Now, with the spread of HIV and AIDS, young women and children whose only source of subsistence is their land have been losing their traditional rights, and they face the cultural changes brought about by a new social order that does not support them and their children after the death of a husband or father. / South Africa

Magister Public Health - MPH / In response to the increasing burden with regard to treatment of HIV/AIDS in Mozambique, the Ministry of Health has developed a national strategic plan for HIV and AIDS. This provided for broader access to Antiretroviral Therapy (ART) by decentralizing and integrating ART services into the essential services provided at the primary care level. In keeping with this initiative,medical technicians are now responsible for first-line ART prescription and management at primary-level care health centres in the country. The ART programme was introduced in Mozambique in 2003 alongside other health services offered in hospitals; it was decentralized to PHC health centres in 2006.This study aimed to explore the experiences and perceptions of medical technicians regarding the decentralization and integration of ART services into PHC health centres in Beira. An exploratory qualitative study was conducted using in-depth interviews, key informant interviews and focus group discussions. A sample of 15 medical technicians was distributed across two focus groups for the purpose of discussion. In addition there were four in-depth individual follow-up interviews with four medical technicians, drawn from the two focus groups. Three key informant interviews were also held to collect data. The data was analysed using content analysis.The study revealed that the decentralization process was viewed by many of the medical technicians as a very positive initiative for the country. However a number of operational and managerial issues need to be addressed to ensure the effectiveness of the comprehensive approach that was institutionalized and adopted by all PHC health centres. Key amongst the issues that needed to be addressed were the workloads of the health care personnel, and of medical technicians in particular. Their workloads have increased without any corresponding increase in the health workforce needed to manage the patient load. The medical technicians felt that this adversely affected the quality of care they were able to provide to patients, and specifically to those requiring ART medication. The recommendations that emerge from the study are intended to promote the development of policy that will improve of working conditions and assist medical technicians to provide a better service to their patients.

This study analyses the practice implemented by the government of Mozambique immediately after independence, from 1975 to 1985, of placing secondary school teachers around the country. Such practice consisted of putting teachers born in the south of the country to teach either in the central, or in the northern region, on the one hand; on the another, those who were born in the centre of the country were being placed to work or in the south, or in the north; and those born in the north were being sent to teach in the central or southern part of the country. The government’s arguments in so doing were to mould a nation. The study explores whether this practices was a deliberate policy. The presupposition that it may have been a formal policy comes from the fact that during the struggle for the liberation of Mozambique, the then movement leading the war, Frelimo, had as its guiding principle to ‘kill the tribe for the nation to be born’; so people from different regions of the country were compelled to work closely together in every activity of the movement. The theoretical framework includes a discussion of the concepts of ‘ethnic group’, ‘nation’, ‘nationalism’ and ‘nation-state’. Throughout the literature review, the way nations have been historically constituted worldwide, the way African leaders tried to build their nations, the philosophy behind the idea of ‘nation-states’ they developed are discussed at length. Given that education has been considered as a key pillar to achieve this specific end, the contribution of this sector to the processes of building a nation is brought to the fore. The study is a qualitative analysis and exploratory in essence. Fifty persons – including high ranking officials and teachers – who designed and implemented or were involved in the practice, were interviewed as the main foundation of the research. The outcomes of the analysis as well as the analogy itself are multidisciplinary. It concludes that the practice was not a policy in the classical meaning, that is a core of written principles and practices approved by a competent social institution and followed in a certain community, it existed only in speeches. Secondly, that in fact the practice contributed to the nation building process, people involved in it gained awareness of the vastness and ethnic diversity of the country. Finally, it reveals that de facto the policy had unintended interpretations. Given that the majority of the people sent throughout the country were southerners – something which the headmasters of the practice apparently were not aware of –, the unbalance of educated cadres that began during the colonial period were simply perpetuated and not critically addressed. As a result, “Southern dominance” in the administration of the country (in this instance the education system) provided the basis for dissatisfaction in other areas of the country. The study agrees with Connor (1990) that nation-building is a process, and concludes that Mozambique is on the road to nation formation, to which the practice contributed to a considerable degree. / Dissertation (M (Social Science in Sociology))--University of Pretoria, 2006. / Sociology / unrestricted