Historical processes of inclusion: towards inclusive and non-exclusionary educational models in Mozambican schools

Abstract

This article results from a reflection on the Historical Processes of Inclusion: In Search of Non-Exclusionary Educational Models in Mozambican Schools. The central issue addressed concerns the critical question of how current educational policies support the development of non-exclusionary inclusion models in Mozambican schools. To address this problem, the research employed bibliographic review and documentary analysis techniques, drawing significantly on the contributions of Mozambican authors such as Milice (2023), Silva (2021), Simbine (2020), as well as national educational policy documents. The objective of the study is to discuss the different models of inclusion that have shaped the history of education in Mozambique up to the present, using a systemic-thinking theoretical approach. The analysis indicates that there have been systematic changes in inclusion policies, making it difficult to clearly define the current stage of inclusion. However, the research supports the hypothesis that the coexistence of multiple inclusion models within the national education curriculum offers a coherent foundation for the implementation of a non-exclusionary inclusion model. From a critical standpoint regarding the limited involvement of the community in the management of inclusive curricula, this study recommends strengthening collaborative or systemic approaches to the prevailing inclusion paradigms.