**Acknowledgements**

We extend our sincere thanks and acknowledgments to Professor Dr. Jose Goncalves Gondra, source of inspiration during our doctoral training, who energetically and relentlessly dedicated her time in the orientation and production of this research. We thank professors Rita da Cássia Frangella and Maria Isabel Ortigão, from the State University of Rio de Janeiro, for having contributed to the way of thinking, seeing, and interpreting educational phenomena. They also helped us in the deconstruction of some scientific "taboos."

We would also like to thank the State University of Rio de Janeiro Postgraduate Program in Education professors, including Professor Walter Kohn, for the encouragement and meetings they gave us.

A special thanks goes to the professors Talita Vidal Pereira, Ângela Maria Souza Martins, Ana Maria Ferreira da Costa Monteiro, Rosanne Evangelista Dias, and Alice Casimiro Lopes, who unconditionally supported this project.

We also thank the Academy of Police Sciences, in particular the Magnificent Rector, Colonel José de Jesus Mateus Mandra, for having embraced the project for the production of this chapter.

I would also like to thank CNPq (Brazil) and the Postgraduate Dean of the State University of Rio de Janeiro for supporting us. Thanks also to the Faculty of Postgraduate Education for the accompaniment and attention granted during my training, conditions that enabled our training and the possibility of carrying out this research in pleasant conditions. We cannot forget to thank the Mozambican Government for giving us the opportunity to perform research on this topic. So, we owe a lot to this government and its people.

We are grateful to the schools being researched (teachers, students, and managers) because without their cooperation, collaboration, and consent, it would not have been possible to produce the data we needed and therefore the study would not have been possible, in particular the reception and follow-up during the data production process.

We thank the professors Cristina Tembe, Olivia Matusse, Francisco Januário, Feliciana Eduardo, Inocente Mutumucuio, Lisboa Machavane, Fernando Francisco, Francisco Fernando, Sérgio Mendes, and all the professors at the Faculty of Education of the Universidade Eduardo Mondlane for their advice and encouragement.

I thank MCT-CNPq for the scholarship and my guidance counselor Maria de Lourdes Rangel Tura and my teachers – Alice Lopes, Rita Frangella.
