Análise da implementação da disciplina de Língua de Sinais de Moçambique nos Institutos de Formação de Professores

This article reviews the implementation of the Mozambican Sign Language (LSM) discipline in Teacher Training Institutes (IFP’s). The research aims to identify the challenges, advances and perspectives of this curricular inclusion, considering the importance of LSM in promoting the social and educational inclusion of deaf students. The review is organized into three (3) main sections: historical context of inclusive education in Mozambique, analysis of the implementation of LSM in IFP's and proposal for future research. The research has the following specific objectives: a) review the existing literature on the implementation of LSM in IFP’s in Mozambique; b) identify best practices, challenges faced and implications for teacher training. To achieve these objectives, studies by authors such as: Nhapuala (2007), Matemulane (2015), Nandja (2021), UNESCO (1994) among others were reviewed. An analysis was made of documents and decrees from MINED (2012, 2014, 2016, 2019), Constitution of the Republic of Mozambique of 2004, among others. The study was developed based on a qualitative approach. The results obtained in this research, support that despite the efforts being carried out by the authorities in order to massify inclusive education with emphasis on LSM, through teacher training, challenges still prevail resulting from the lack of technical and methodological mastery on the part of part of the trainers who teach this subject, lack of teaching materials and the resistance of some teachers to put inclusive methodologies into practice.