Abstract:Identity building through primary schooling projects in colonial (1930-1974) and postcolonial (1975-1990) Mozambique is at the center of debate of this text, which has as its problem the fact that admission, schooling and, completion and dropout in both periods have been below expectations, which poses the challenge of identifying the factors and mechanisms of this trend and reflections to understand this phenomenon. The goal is to understand schooling in the face of antagonistic educational projects: on the o… Show more
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