POLÍTICAS PÚBLICAS DA EDUCAÇÃO ESPECIAL EM MOÇAMBIQUE: UMA ANÁLISE DO PLANO QUINQUENAL DO GOVERNO 2020-2024

Abstract

This study analyzes the influences of international documents on educational policies in Mozambique, especially in legislation and Special Education policies. The general objective of the research is to analyze public policies aimed at special education in Mozambique, based on the Government’s Five-Year Plan 2020-2024, considering the perspectives of the context of influence. The theoretical framework adopted is based on the Policy Cycle of Ball and Bowe (1992), with emphasis on the context of influence of policy texts. The research highlights how international documents, such as the Jomtien Declaration (1990), the Salamanca Statement (1994), and the Convention on the Rights of Persons with Disabilities (2006), influenced the country’s educational policies, particularly regarding the inclusion of children with special educational needs (SEN). The analysis of the Government’s Five-Year Plan 2020-2024 reveals a commitment to educational inclusion, but also a dependence on the guidelines of multilateral agencies such as UNESCO and the World Bank, which impose financed solutions for educational reforms. The study examines how these international documents are adapted to the national context and how local policies, although aligned with global education-for-all goals, often do not fully reflect the country’s needs and realities, such as lack of resources, overcrowded classrooms, and insufficient teacher training. Likewise, the relationship between education and global economic interests is discussed, pointing out how educational inclusion often serves as a strategy to adapt educational systems to the demands of the labor market, rather than fostering true social transformation. The study concludes that the legislation and Special Education policies in Mozambique strongly reflect the influence of international documents, revealing limited autonomy in the formulation of its own normative texts.