**3. Education and training**

However, the translation of the expanded opportunities for effective development education to the individual/society will ultimately depend on because of those same opportunities; people will grasp useful knowledge, reasoning skills, aptitudes, and values. As a consequence, basic education should be focused on the acquisition and effective learning outcomes and not more exclusively on enrollment, attendance at established programs and completion of qualification requirements [5].

With regard to Mozambique's adherence to regional policies, it is possible to highlight its involvement, for example, in the Southern African Development Community (SADC) Education and Training Protocol and the New Partnership for Africa's Development (NEPAD), which aimed at the gradual achievement of equivalence, harmonization, and standardization of Education and Training Systems in the SADC Region. This implies, inter alia, the integration of education systems and the harmonization of different curricula at the regional level, emphasizing the practical component of post-primary education, in addition to universal training of at least 9 or 10 years [6].

In connection with the various conferences, UNESCO noted that there were collective synergies and strong linkages between the conferences in the 1990s and 2000s; once, from different points of view, they approached the main problems of the contemporary world for which education could make a difference, if they could develop policies based on a global vision of education systems.

Therefore, as can be seen from the discussions presented above in the different meetings during the last few decades, the issue of education has always been a priority for all the governments and civil society that participated in the said conferences. She was always seen as the one who would solve various problems that sickened the world. It is in this understanding that we sought to globalize it, even if we recognized at some point the specifics and differences of each society, but it was evident that there were aspects that were sought to maintain and internationalize them.

In the case of Mozambique with more than 40 local languages, in addition to the official languages and over 100 dialects of the respective languages, as well as different ethnic groups and cultures, the diversity, differences, and challenges are greater when one considers to include and reconcile All needs and differences in a national curriculum, or rather, make it as democratic as possible [7] in a globalized world with deep differences. Moreover, based on the conclusions of Mazula and Ngunga, given these linguistic diversities, there is a relation between the mother tongue of the individual and his/her school performance.

Satisfy basic learning needs. Each person, child, young person, or adult must be able to take advantage of educational opportunities aimed at satisfying their basic learning needs. These needs include both the essential tools for learning (such as reading, writing, speaking, calculating, solving problems) and basic learning contents (such as knowledge, skills, values and attitudes) Human beings can survive, fully develop their potential, live and work with dignity, participate fully in development, improve the quality of life, make informed decisions and continue to learn […]. The extent of basic learning needs and the way to satisfy them vary

In this context, according to the same author, basic education is more than a purpose; it is the basis for learning and for permanent human development, on which countries can systemati-

However, the translation of the expanded opportunities for effective development education to the individual/society will ultimately depend on because of those same opportunities; people will grasp useful knowledge, reasoning skills, aptitudes, and values. As a consequence, basic education should be focused on the acquisition and effective learning outcomes and not more exclusively on enrollment, attendance at established programs and completion of

With regard to Mozambique's adherence to regional policies, it is possible to highlight its involvement, for example, in the Southern African Development Community (SADC) Education and Training Protocol and the New Partnership for Africa's Development (NEPAD), which aimed at the gradual achievement of equivalence, harmonization, and standardization of Education and Training Systems in the SADC Region. This implies, inter alia, the integration of education systems and the harmonization of different curricula at the regional level, emphasizing the practical component of post-primary education, in addition to universal

In connection with the various conferences, UNESCO noted that there were collective synergies and strong linkages between the conferences in the 1990s and 2000s; once, from different points of view, they approached the main problems of the contemporary world for which education could make a difference, if they could develop policies based on a global vision of

Therefore, as can be seen from the discussions presented above in the different meetings during the last few decades, the issue of education has always been a priority for all the governments and civil society that participated in the said conferences. She was always seen as the one who would solve various problems that sickened the world. It is in this understanding that we sought to globalize it, even if we recognized at some point the specifics and differences of each society, but it was evident that there were aspects that were sought to maintain and internationalize them.

In the case of Mozambique with more than 40 local languages, in addition to the official languages and over 100 dialects of the respective languages, as well as different ethnic groups and

by country and culture, and inevitably change over time [5].

cally build levels and more advanced types of education.

**3. Education and training**

168 Open and Equal Access for Learning in School Management

qualification requirements [5].

training of at least 9 or 10 years [6].

education systems.

In fact, globalization is an opportunity for the world and for Mozambique in particular because it shortens distances and eases border rigidity and there is greater and faster communication between societies, there is also a greater circulation of information, however it is also a major challenge because not all societies, for example Mozambique, have the same level of economic, technological, and human development.

The essence of the thesis of globalization according to Ball [8] rests on the question of the future of the National State as a cultural and political entity. This thesis is articulated through four interrelated perspectives that refer to economic, political, cultural, and social transformation. Globalization involves the spread of new technologies that have a huge impact on the economy, politics, society, culture, education, and individual experience [8].

For some authors, such as Lingard and Rizvi [9], apart from the fact that the concept of globalization does not have a single uniform meaning and have multiple expressions as dynamic as specific in each context, the phenomenon of globalization is not as new as it stands Lopes [10].

It is a producer of disjunctive flows that have long existed, and these flows characterize the constant movements of ideas, ideologies, people, images, technologies that are only temporarily seen as stable structures or organizations due to the inability of our devices to identify and deal with this movement [9].

These organizations have had very profound influences on national educational policies. It is in this context that Ball [11] argues that it is no longer possible to view educational policies from the nation-state point of view alone, as education is a regional and global policy issue and increasingly an international trade issue.

In the view of Lingard and Rizvi [9], globalization affects the way we interpret and imagine the possibilities of our lives, since the idea of globalization represents both an ideological construction and a social imaginary that determines the discourses of educational policy. For this reason, a good analysis of educational policy implies understanding how the effects of globalization actually work, rather than characterizing it as the general cause of certain political developments [9].

Regarding the impact of globalization in the field of education, one can point to the provision of policies and the consequent submission of less-developed countries, in a greater or lesser sense, to international policies through the evaluation of the Teaching and Learning Process (TLP) by using standardized and internationalized instruments, as analyzed by Torres and Burbules [12].

Moreover, from the standpoint of Lingard and Rizvi [9], educational purposes have been redefined in terms of a narrower set of interests about the development of human capital and the role that education must play in meeting the needs of the global economy and ensuring competitiveness of the national economy.

At the same time, Giddens ([13] apud [8]) states that globalization invades local contexts, but does not destroy them; On the contrary, new forms of identity and local cultural self-expression are, therefore, connected to the process of globalization.

national instruments, such as the Government's Five-Year Programs; The Plan of Action for the Reduction of Absolute Poverty (PARPA); National Education Policies; and Strategic

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The study carried out by Osório e Silva [16] in Mozambique states that the Government's Five-Year Program (2006–2009) called for equal opportunities and rights for men and women and improved levels of education for citizens (p. 67). In turn, PARPA I viewed education as one of the basic rights of citizens, giving it a prominent role in combating poverty and increas-

Also in the context of international policies, the same authors highlight the influence of the Jomtien conference on the design of national policies in the mid-1990s. In this case, one of the presuppositions of the Government's Five-Year Program (1995–1999) looked at education as a right of every citizen as well as defending the universalization of access and the development

The Mozambican authorities, still seeking to respond to the World Declaration of Education for all, committed themselves to universal access to education for schoolchildren. The Mozambican policies, strategic plans, and national programs presented demonstrate the operationalization of international policies through the undertaking of various activities.

This situation demonstrates that when policies arrive in a given context, they are contextualized and recontextualized. Its insertion and suitability depends on the conditions in each context. Your life will depend on negotiating with other factors. In the case of EFA policies, they were not put into operation as envisaged and advocated since Mozambique at the time was in a context that did not allow it to implement the policies as they had been conceived

Taking into account Candau's [17] studies, the issue of equality of access, law, and universalization of education, foreseen in such international policies and, in particular, in Mozambique is seen from the standpoint of standardization and homogenization, made through teaching

Thus, differences are invisibilized, denied, and silenced, presenting the pedagogical processes a monocultural character, marked by cultural daltonism [17]. These facts end up competing

The withdrawal of pupils is also due to the different interpretation of policies, as well as the fact that schools are trained in different ways within the political process, or because they act in different contexts; Either because of the differences of the academic training and professional experiences of the teachers; or differences in times of location and reputation of schools; either because of the absence and/or shortage of staff, differences in the specific local management of schools and the process in which the texts are translated, which allows the occurrence

These studies have shown that the basis of differences between schools is not simply a matter of resources or skills and experience of key actors, however important these aspects may be,

ing capacities and opportunities and promoting greater regional and social equity.

Education Plans.

of its quality.

(e.g., economic and social difficulties, policy).

practices, evaluation, and use of teaching materials.

for the dropout of students throughout the school year.

of different results from one place to another [18].

but it is also a question of differences in interpretations of texts.

Regarding the context of teaching, policy is mediated by the practices of school principals, just as teachers interpret policy and translate it into practice [9].

Nevertheless, Lingard and Rizvi [9], p. 151, argue that:

The relationship between politics and practice is greatly modified, but if one considers that there is a primordial center of power, then, in the case of curricular policy, the practice of schools remains less relevant in the area of political decision making, but if one considers the politics as diffuse and without center, with multiple contextual centers being produced, hence the practice of schools tends to be considered also as a decision making center and of producing meanings for politics. Since practice ceases to be considered as the other of politics, it becomes an integral part of any policy-making process.

The observation of what happened in the schools, which were the locus of our research, made it possible to observe that students and teachers in classrooms have their own interpretation.

Based on the studies of Ball [8], it can be said that political research implies an analysis of three key aspects: texts, discourses, and effects. That is, policies are always refuted, loaded with values and dynamics, and your product brings together various agreements. They are encoded into representations of what is ordered and what to do. Political analysis implies the decoding of texts, both in relation to the context in which they are encompassed and the context they construct and the effects they have in practice, linked to social effects, often called political results, since investigating policies is not only restricted (norms, laws, resolutions, plans, programs, etc.), but also includes school practices and speeches [8].

However, it can be said in general that globalization has its influences on educational policies, in particular, regarding the individual's pretension to market, which must be imbued with skills, competencies, attitudes, and values as it is argued by Lingard and Rizvi [9] when postulating that the relationship between globalization and education policies is related to the model of the individual's formation, which seeks for to train the citizen with skills, skills for the labor market, openness for training/schooling, at least until high school. From the analyses made, it was pointed out that globalization as a social, economic, cultural, and, above all, educational phenomenon that is at the heart of research does not suffocate, suture, does not unify practices whatever they are, does not homogenize all contexts (Globalization) are adequate, adapts to each context according to the characteristics of the latter because there is always a recontextualization of policies [14]. In fact, globalization itself is reconfigured by context, since it is not passive.

In the Mozambican context, in an effort to appropriate and interpret international policies, such as the Jomtien World Declaration on ETPs in 1990; The Millennium Declaration in 2000, ratified by 189 countries and UN member states to combat poverty, promote sustainable development and access to ETP [15]; The Declaration of the Second Pan African Forum on Children in 2007, which discussed free access to primary education. Among other issues, these policies have been interpreted and implemented through various national instruments, such as the Government's Five-Year Programs; The Plan of Action for the Reduction of Absolute Poverty (PARPA); National Education Policies; and Strategic Education Plans.

At the same time, Giddens ([13] apud [8]) states that globalization invades local contexts, but does not destroy them; On the contrary, new forms of identity and local cultural self-expres-

Regarding the context of teaching, policy is mediated by the practices of school principals, just

The relationship between politics and practice is greatly modified, but if one considers that there is a primordial center of power, then, in the case of curricular policy, the practice of schools remains less relevant in the area of political decision making, but if one considers the politics as diffuse and without center, with multiple contextual centers being produced, hence the practice of schools tends to be considered also as a decision making center and of producing meanings for politics. Since practice ceases to be considered as the other of politics,

The observation of what happened in the schools, which were the locus of our research, made it possible to observe that students and teachers in classrooms have their own interpretation. Based on the studies of Ball [8], it can be said that political research implies an analysis of three key aspects: texts, discourses, and effects. That is, policies are always refuted, loaded with values and dynamics, and your product brings together various agreements. They are encoded into representations of what is ordered and what to do. Political analysis implies the decoding of texts, both in relation to the context in which they are encompassed and the context they construct and the effects they have in practice, linked to social effects, often called political results, since investigating policies is not only restricted (norms, laws, resolutions,

However, it can be said in general that globalization has its influences on educational policies, in particular, regarding the individual's pretension to market, which must be imbued with skills, competencies, attitudes, and values as it is argued by Lingard and Rizvi [9] when postulating that the relationship between globalization and education policies is related to the model of the individual's formation, which seeks for to train the citizen with skills, skills for the labor market, openness for training/schooling, at least until high school. From the analyses made, it was pointed out that globalization as a social, economic, cultural, and, above all, educational phenomenon that is at the heart of research does not suffocate, suture, does not unify practices whatever they are, does not homogenize all contexts (Globalization) are adequate, adapts to each context according to the characteristics of the latter because there is always a recontextualization of policies [14]. In fact, globalization itself is reconfigured by

In the Mozambican context, in an effort to appropriate and interpret international policies, such as the Jomtien World Declaration on ETPs in 1990; The Millennium Declaration in 2000, ratified by 189 countries and UN member states to combat poverty, promote sustainable development and access to ETP [15]; The Declaration of the Second Pan African Forum on Children in 2007, which discussed free access to primary education. Among other issues, these policies have been interpreted and implemented through various

sion are, therefore, connected to the process of globalization.

as teachers interpret policy and translate it into practice [9].

Nevertheless, Lingard and Rizvi [9], p. 151, argue that:

170 Open and Equal Access for Learning in School Management

it becomes an integral part of any policy-making process.

context, since it is not passive.

plans, programs, etc.), but also includes school practices and speeches [8].

The study carried out by Osório e Silva [16] in Mozambique states that the Government's Five-Year Program (2006–2009) called for equal opportunities and rights for men and women and improved levels of education for citizens (p. 67). In turn, PARPA I viewed education as one of the basic rights of citizens, giving it a prominent role in combating poverty and increasing capacities and opportunities and promoting greater regional and social equity.

Also in the context of international policies, the same authors highlight the influence of the Jomtien conference on the design of national policies in the mid-1990s. In this case, one of the presuppositions of the Government's Five-Year Program (1995–1999) looked at education as a right of every citizen as well as defending the universalization of access and the development of its quality.

The Mozambican authorities, still seeking to respond to the World Declaration of Education for all, committed themselves to universal access to education for schoolchildren. The Mozambican policies, strategic plans, and national programs presented demonstrate the operationalization of international policies through the undertaking of various activities.

This situation demonstrates that when policies arrive in a given context, they are contextualized and recontextualized. Its insertion and suitability depends on the conditions in each context. Your life will depend on negotiating with other factors. In the case of EFA policies, they were not put into operation as envisaged and advocated since Mozambique at the time was in a context that did not allow it to implement the policies as they had been conceived (e.g., economic and social difficulties, policy).

Taking into account Candau's [17] studies, the issue of equality of access, law, and universalization of education, foreseen in such international policies and, in particular, in Mozambique is seen from the standpoint of standardization and homogenization, made through teaching practices, evaluation, and use of teaching materials.

Thus, differences are invisibilized, denied, and silenced, presenting the pedagogical processes a monocultural character, marked by cultural daltonism [17]. These facts end up competing for the dropout of students throughout the school year.

The withdrawal of pupils is also due to the different interpretation of policies, as well as the fact that schools are trained in different ways within the political process, or because they act in different contexts; Either because of the differences of the academic training and professional experiences of the teachers; or differences in times of location and reputation of schools; either because of the absence and/or shortage of staff, differences in the specific local management of schools and the process in which the texts are translated, which allows the occurrence of different results from one place to another [18].

These studies have shown that the basis of differences between schools is not simply a matter of resources or skills and experience of key actors, however important these aspects may be, but it is also a question of differences in interpretations of texts.

In this sense, Lopes and Oliveira [19] defends that there is the formation of hybrid collections when policies migrate from one context to another or when pedagogical discourses are constituted.

**4. Formation of classes and characteristics of families of students in the** 

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As far as the constitution of the classes, they were constituted in average by 60 students, being, mainly, composed by young women. Ten classes (11th and 12th) that constituted the population of one of the schools that was the locus of the research, with 574 students, 459 were girls, corresponding to 79.9% of the school universe. Here is **Table 1** containing the data that

According to school managers, class formation was preferably based on the age of students. In the classrooms, the students sat two-to-two because the desks were of double type; in some classes, the students sat in a numerical order, a criterion established according to the will of each teacher. On the wooden desks, students' names, mathematical/chemical/physical formu-

During the study, it was also observed that during the first term, of the 1043 students in ESG, 39 students dropped out, of which 29 were boys and 10 were girls. The ages of students

According to the data produced by one of the schools, the majority of the students who attended this school came from social classes considered to be low, families with low socio-

According to the data obtained through the use of semi-structured interviews with the students, it was recorded that of the five students interviewed, their parents and/or caregivers carried out manual work, such as mechanics, carpentry, commerce, among other professions,

> Science with Biology 41 72 63.7 113 Science with drawing 30 8 21 38

> Science with Biology 78 70 47.2 148 Science with drawing 39 8 17 47

**Table 1.** Describes data about students achievement by Sections (A, B and C) at the School Nossa Senhora do Livramento

**Stream Section Boys Girls % Girls Total 11**<sup>a</sup> Arts 25 76 75.2 101

12a Arts 25 102 80.3 127

**4.2. Characteristics of the families of students in the schools studied**

where they had a monthly income of a Mozambican minimum wage.

Source: Prepared by the researchers, based on the data produced by the school.

economic conditions, and a low level of schooling.

**schools surveyed**

las, etc. were written.

"a"

Comunitary School.

ranged from 16 to 21 years.

**4.1. Formation of classes**

illustrates the situation referenced above.

It is in this view that Ball, Braun and Maguire defend that putting policies into practice is a creative, sophisticated, and complex process that is also always located in a given context and place. That is, policy-making involves creative processes of interpretation and recontextualization.

In this way, Lopes [20] affirms that in curriculum policies, the contexts are no longer seen as hierarchical, and the circulation of texts between them is not interpreted as an ideological misrepresentation. However, the fact that hierarchies are not established among the contexts in question does not imply that the said contexts have the same power of meaning without asymmetries [20].

Thus, in the context of practice, texts are interpreted in a translation process that will be different from one place to another. That is, there are differences in their understanding and interpretation, and there is creativity and originality.

In another dimension of analysis, the authors discussing competences and qualifications refer that in addition to the evaluation being taken as a tool to gauge the abilities and knowledge of the individual, it is also shifted to a utilitarian and functionalist purpose.

The evaluation aims to determine the degree of effectiveness of the curriculum through internal, provincial and national tests, and the results, especially the negative ones, are considered to be the responsibility of the teachers, who are at the service of the results and not of the learning and human formation.

However, Tura [21] pointed out that educational practice should not be understood as isolated from other social practices, since, despite the relative autonomy of each social system, they are always part of a whole with which they are integrated into the achievement of a common end. Thus education must be understood as a social institution.

The discussion presented throughout this section makes it possible to understand that the performativity installed in schools privileges more the cognitive, mirrored in the results of the different forms of evaluation and gives little emphasis to the psychomotor, the affective and the social or, rather, statistics give little possibility for reading about the individual's human development, over time. Thus schools are driven to perpetuate the inequalities of opportunity among students. Thus, the evaluation process is a classification instrument that punishes, marginalizes, and/or excludes students with poor performance and values of those with good performance. The teacher is the person who quantifies knowledge, a figure respected and feared, given the value given to the assessments. For it is, they determine the insertion of the individual in the labor market, the possibility of its continuity in higher education, etc.

One of the consequences that can be pointed out as a result of such marginalization is the dropping out and abandonment of the students in school, disapprovals, expulsion or change of the students' shift because they have been disapproved of more than two times in the same class.
