A educação bilingue e o construtivismo sócio-cultural em contexto de ensino-aprendizagem em L1: Um estudo de caso das EPCs de Museveni, Tandara e Maxavelene

  • Domingos Filipe Machalele Universidade Eduardo Mondlane


One of the principles that guide the Bilingual Education program in Mozambique is that the school is more “an agent of transformation, than (…) a means of transmitting knowledge” (INDE /MINED, 2003:9). It means that the school must safeguard policies that allow the student to build his own knowledge, discussing, in a reflexive and critical way, what he learns and relating the school contents to his socio-cultural reality.

It is based on this assumption that this paper discusses constructivist pedagogical practices in the context of teaching-learning in L1. For this purpose, I draw on Piaget (1983) and Vygotsky`s (1991) constructivist theory and on the concept of funds of knowledge. I also use the fundamental theory (Fortin, 1996) for the analysis of grade 2 and 3 class, the target groups in this study.

In this paper, I argue that L1 serves as a facilitator for the link between funds of knowledge and formal knowledge and enhances the use of socio-constructivist pedagogical practices in the classroom.