Reflection for a humanized education in Mozambique based on Alfred Schütz's phenomenological sociology

Abstract

This article draws on the contributions of Alfred Schütz's phenomenological sociology to reflect on the Mozambican school environment. Our focus is on understanding the subjective dynamics present in Mozambican school practice and, thereby, finding alternatives for a more humanized classroom. We begin from the premise that, by emphasizing concepts such as lifeworld, typification, intersubjectivity, and social action, Schütz offers an alternative and innovative approach to interpreting education as a phenomenon constructed in the daily experiences of students and teachers. To conduct this research, we used a qualitative theoretical approach, implemented through bibliographic and documentary research. For the horizontal and vertical organization of the text, we used the logical-argumentative method, aided by the interpretation of Schütz's works and other studies on the Mozambican school context. The conclusions we reached reveal that attention to the meanings produced by subjects in the educational environment, relative to their expectations, motivations and previous experiences, reveals essential layers for understanding pedagogical practices and teacher training, as well as the classroom as a relational and interpretative dimension centered on active listening and the recognition of the subjectivity of school actors.

Keywords: Alfred Schutz; phenomenological sociology; education; intersubjectivity; typification.