CLIMATE CHANGE AND EDUCATIONAL POLICIES IN MOZAMBIQUE: A HISTORICAL PERSPECTIVE

Abstract

This article analyzes climate change and educational policies in Mozambique: A historical perspective. It is characterized as qualitative, exploratory research (Creswell; Plano Clark, 2013). The data sources used were data obtained by the researchers through visits and information consultations at the MINEDH (Mozambique) library, from February 28 to March 20, 2023. Furthermore, documents obtained from the INGD (National Institute of Education and Development) relating to the cyclonic periods between 1980 and 2022, from April 4 to May 2, 2023, were considered, in light of Arendtian theory and the concept of resilience. The results showed that, despite the systematic occurrence of climate change, educational policy, teacher training plans and programs, as well as the primary school curriculum and subjects, were not adequate to meet current needs. This is compounded by the problems related to a system characterized by fragility.

DOI: https://doi.org/10.56238/sevened2025.030-081