LOCAL KNOWLEDGE AND CUSTOMARY LAW IN THE CURRICULUM IN MOZAMBIQUE

An epistemological foundation

Abstract

This article Local knowledge and customary law in the curriculum in Mozambique: an epistemological foundation fits in with other epistemologies and proposes to discuss the epistemological status of local knowledge and customary law in the curriculum and its relationship with school knowledge. Our assumption is that local knowledge and customary law are the source of knowledge and positive law. Its epistemological foundation in the curriculum is made by specialists in education, law, politicians and researchers from different fields of knowledge. In Mozambique, the epistemological foundation of culture, local knowledge and customary practices at school gained emphasis with the introduction of the local curriculum, a component of the national curriculum that integrates relevant cultural content for learning, in 2004. The research is based on works published by authors such as: Santos (1997, 2009); Castiano (2013, 2015) Basílio (2012, 2013, 2019), Geertz (1989, 2003), INDE (2004), Lyotard (1989). In methodological terms, the research is bibliographical. The authors understand that the theme is fundamental because it allows understanding the epistemological relationship between local cultural knowledge and practices and the curriculum, thus enriching the educational literature in Mozambique.