Discourse Patterns in First Language Use at Hcme and Second Language Learning at School: an Ethnographic Approach

Setting / 79

Vhlle even the French, whose policy was also assimilationist, revised
their curricula in Africa several times to conform to local conditions,
the Portuguese stuck to their policy

... for the cultural and spiritual elevation [of the natives]
through the spread of Christian doctrine and education, and for
national integration, through an intensive Portugalization.
(Ferreira Rosa,1973:36 - my translation from Portuguese).

In 1961 Mozambique was declared a Portuguese Province and therefore an
integral part of Portugal - not a Colony - to avoid U.M. and international
pressure; as all Africans became full Portuguese citizens, they would
share the same curriculum and syllabus with their compatriots in
mainland Provinces: under the map of Mozambique, divided into the main
ethnic groups, was the caption: ^, Mozambique is Mozambique only because
it is Portugal' (Paul,1975:92).

3.2.2 The educational policy of FRE.LI.XO.

The Second Congress of FRE.LI.XO. in 1968 saw the victory of the
revolutionary line against the reformists. The contrast was particularly
felt in the area of education, with the closing of the only FRE.LI.XO.
secondary school, then still in Tanzania; this slowed down the training
of cadres, but allowed a clarification of policies, and a more radical
characterization of education along socialist principles.

As the armed struggle progressed, FRE.LI.XO. schools multiplied and
experience was gained in educational work: education was linked to
production and the community, women's emancipation was actively promoted,
schools were to be run as democratic centres, and all those who were
literate had to teach others, even if they were only a few lessons ahead
of their pupils. Particular attention was given to the political education

<<   76   77   78   79   80   81   82   >>

More intriguing information