List of contents

1. Introduction
2. Role of Pedagogical Practice.
3. General Principles of the National Education System.

4. Pedagogical Principles.
5. Common European Framework of Reference for Languages (CEFR).
6. Visiting a School.
Role of Pedagogical Practice

To know how to live in the school environment through contact with students, teachers, parents
and parents, employees and colleagues, thus creating habits of collaboration and coexistence
proper to this environment.

To integrate the theoretical knowledge of the subjects with the observed teaching practice;

To work as a team developing the principle of interdisciplinary;

To question the educational reality in order to know how to intervene on it and. properly use
observation techniques and instruments.

According to MIALARET (1991) " The teacher must have an academic scientific training that
will provide him competences to manage the contents of the level teaching program that will
work on".

Pedagogical Practices plays a very important role in teacher's formation, because it contributes to
its training giving him theoretical and practical knowledge, a teacher who knows how to manage
a circle, knows how to differentiate learning, and guide its self training.

This subject, helps the teacher in the acquisition of skills that enable him in intervention research
and practice of Pedagogical projects. Contributes in varying activities in the formation of a
teacher who knows how to differentiate the teaching of learned, adequately managing the various
teaching and learning situations.

It's clear that Pedagogical Practices, put the student teacher knowing the school and its
intervenients and classroom reality, all about how things work in school truly. This course is
concerned with school, people involved (students, administrative staff, relationship among
students, among teachers) the community behavior. All these intervenients are important to
maintain school in good conditions, in appropriate situation so that the teaching and learning
process run normally.
Pedagogical practices is a key component of the undergraduate students teacher training
programme. It's during this period that the student teacher gets to translate the skills and theory
learnt into reality through actual classroom. Teaching Pedagogical Practice is the vital
component of teacher education and training because it provides students teachers with an
opportunity to learn from experience in the work place.

The main purpose for school practice is to provide opportunities to teacher trainees to put in
practice Pedagogical theories and skills while in schools.

General Principles of the National Education System

Education is the right and duty of all citizens;

The state, within the framework of the law, allows the participation of other entities, including
community ones; cooperatives, etc.;

Public education is secular, ﴾Constitution of the Republic of 1992).

Pedagogical Principles

The educational process is guided by the following pedagogical principles:

Development of skills and personality in a harmonious, balanced, constant, which gives an

integral formation;

Development of creative initiative, individual study and assimilation capacity critique of

knowledge.

The aspects that changed from the law no 4/83 to the law no 6/92 of May
 In the educational law 6/92 still in force, it can be seen that there is a change in education
concept for teaching. Based on the new educational law 6/92 it is mentioned that ensure and
guarantee basic education to all citizens based on the introduction of schooling progressive
mandatory in accordance with the development of the country is one of the objectives of the
SNE. The conditioning of access to basic education, the development of the country and the
introduction of basic schooling. Progressively, it appears to be propositional, since legally
according to the two constitutions.

In law 6/92, another mission of the Mozambican state concerns the free public education which
implies the omission of gratuity combined with the dimension of the legal obligation of the offer,
in the basic education, students are left without school due to lack of vacancies or due to
unavailability and bear enrollment fees, and purchases of school tests that are sold more than
distributed. In general, the Mozambican state offers basic education as a charity, obliging poor
people to present the separate poverty certificate in law 4/83.

The main aspects that remained

Compulsory schooling;

Education for all;

Adult education among others.

The sociopolitical transformations in education

From the policy of massification to the policy of basic education for all, so that at least at the
semantic level, at least objective, that of guaranteeing a education for all, if it was adapted to the
orientations of different politicians, the most vigorous change in politics in comparative
Mozambique in the colonial age, is in the effort to mass education or guarantee basic education
for all.
Dropouts

The dropout rate and failure rate at all levels of education are a permanent threat to everyone.
The graded number of system outputs that have complied with regular and on time, is lower in
relation to the number of students who enter. This makes the onerous system.

CV changes

The curriculum of (SNE) in Mozambique can also be seen from the perspective of the relations
of the power. The question of power comes from the national independence of the curriculum.
This one has manifested in the curriculum of various education systems in Mozambique has
denoted the problems in the process of each learning cycle or class in the discrepancy between
the structure curriculum of the education system and certain structure and task changes in the
process of teaching and learning.

Common European Framework of Reference for Languages (CEFR)

The Common European Framework of Reference for Languages Reference for Languages –
CEFR) is an internationally recognized standard for describing the proficiency in a language.

It is a way of describing how well you speak and understand a foreign language, which divides
the student knowledge into three categories, each with two subdivisions:
A - Basic

TO 1 Beginner

Can understand and use familiar, everyday expressions, as well as very simple statements,
which aim to satisfy needs concrete. Can introduce himself and others and is able to make
questions and provide answers about personal aspects such as the location where do you live,
the people you know and the things you own. Can communicate from simple way, if the
interlocutor speaks slowly and distinctly and shows cooperative.

A2 Basic

Can understand single sentences and related frequent expressions with areas of immediate
priority (eg, personal and family information simple, shopping, surroundings). Is able to
communicate in tasks simple and in routines that only require a simple exchange of information
and directly on subjects that are familiar and familiar to you. can describe from in a simple way
its formation, the surrounding environment and, still, refer to subjects related to immediate
needs.

B - Independent

B1 Intermediary

Can understand the main issues when using a clear, standardized language and familiar topics
(themes covered at work, school and leisure time, etc.) Can handle most situations encountered
in region where the target language is spoken. Can produce speech simple and coherent on
subjects that are familiar to you or of personal interest. Can describe experiences and events,
dreams, hopes and ambitions, as well as briefly explaining reasons and justifications for an
opinion or a project.
B2 Users

Can understand main ideas in complex texts on concrete and abstract subjects, including
technical discussions independently. your area of expertise. Able to communicate with a certain
degree of spontaneity with native speakers, without tension between part. Can express himself
clearly and in detail about a wide variety of topics and explain a point of view on a current
theme, exposing the advantages and disadvantages of several possibilities.

C - Proficient

C1 Proficiency operative effective

Can understand a large number of long texts and demanding, recognizing their implicit
meanings. Is able to express fluently and spontaneously without having to look too hard for
words. Can use language flexibly and effectively for social, academic and professional. Can
speak on topics complex, in a clear and well-structured way, expressing the domain of
mechanisms of organization, articulation and cohesion of discourse.

C2 Full Domain

Can effortlessly understand virtually everything heard or read. Able to summarize information
gathered from various sources oral and written, reconstructing arguments and facts in a coherent.
Can express himself spontaneously, fluently and accurately, being able to distinguish fine
variations of meaning in complex situations.
Visiting a school

It was visited Xinavane Santa Rita Communitary School. It's located in Xinavane-Manhiça,
Maputo-Province

Historical

Built with the Support of Friends, Benefactors

1994-Portuguese

2002-Spanish

2005-Italians

Inaugurated by S. Execia the Governor of Maputo Province Dr: Telmina Manuel

Paixão Pinho Perreira on April 18, 2005.

2015-2016 by Tonghatt Hullet.

How the School function

The school began to function teaching from first to fifth grade. gradually, with the help of
benefactors, the Sisters managed to make the school grow. From 1995 to 2001, only the first
grade of primary education was taught, and the school only had 4 rooms. In 2002 the Spaniards
added 2 more classrooms and introduced the second cycle of primary education. It started with
8th grade in 2005 and successively up to 10th grade in 2007. This event was made possible with
the help of Italian benefactors, who built 4 more rooms, and from there the school started to have
10 rooms. General secondary education was introduced in 2017 - teaching only groups A and B,
2 years later A, B and B. The others classrooms were built with the money of fees payments. It
wasn't a private school, it became private in 2012 because the school started to face some
difficulties. Now it is a big and school.

The actual director's name is Leonarno Paulo Nhaútse N1 teacher, graduated in Portuguese
Language and he teaches grade 9 attending 2 classes. The School carry students from grade 1 to
12. It has 2460 students, where 1450 are from secondary school and 1010 belong to primary
level.

The school counts with 48 Teachers, where 28 are men and 20 are women and they deal with 42
classes.

This School was built with conventional material, and I found it in grateful conditions, it has a
very nice schoolyard, a place for children to play during the break time, a canteen, camp for
football, football salon, a gymnasium well equipped. It has even bathrooms where the students
take bath after ending the activities of physical education.

About agriculture, they have a big space, where the students and teachers who attended that area,
develop their activities.

Talking about extracurricular, Sister Irene and Sister Maria, teacher students how to stitch,
crocheting, specially those from primary School grade 6 and 7, they also teach how to decorate
places, how to combine roses in the garden. In area of sports, they play football, volleyball,
handball and basketball. They are good in handball and basketball.

Color of the uniform.

A: From grade 1 to 7 the color of the uniform is green (skirt/pants) and white (shirt).

From grade 8 to 10 they wear red uniform (skirt/trouser) and white for shirts.

From 11th to 12th (black and white color).

The School actual has 29 rooms working in two periods.

The community collaborate and participate in activities that belong to, in some decision-making
for the proper functioning of the school.

This school counts with 4 bathrooms. One for teachers divided into genders. 3 for students
allocated in different places because the school is big. Each bathroom has 6 toilets 3 for girls
and 3 for boys.