EDUCACAO BILINGUE EM MOCAMBIQUE: INFLUENCIA DOS RECURSOS INFRA-ESTRUTURAIS E DIDATICOS NA QUALIDADE DE APRENDIZAGEM

This study explores the influence of infrastructural and didactic resources on the quality of learning in Primary Education (PE) in bilingual schools in the province of Maputo, Mozambique. The research, of a qualitative and quantitative nature, involved the diagnosis of reading, analysis and textual comprehension skills of 250 students in the 3^rd and 6^th grades in three schools in the district of Moamba. Education technicians, principals, teachers, parents and guardians also participated through semi-structured interviews. The analysis of the school physical environment complemented the diagnosis. The results highlight significant challenges: approximately 70% of grade 3 students demonstrate difficulties in interpreting complex sentences and inferring implicit information, while many in the 6^th grade are still limited to locating explicit information, without consolidated skills in textual interpretation. The lack of didactic resources, such as graphic resources and books in the Changana language, added to the lack of libraries, laboratories, desks and adequate classrooms, compromises learning. In addition to cognitive difficulties, a school environment lacking adequate resources becomes demotivating, negatively affecting the concentration of the students and the commitment. The research highlights the direct relationship between the quality of learning and the availability of resources, reinforcing the need for public policies that guarantee the design and provision of adequate infrastructural and didactic resources. In view of this, it is concluded that improving the quality of the Teaching-Learning Process (PEA) in bilingual schools in Maputo requires the joint participation of educational authorities, guardians and strategic partners to promote a school environment conducive to the development of students essential skills. The study serves as a warning of the urgent need for interventions that ensure better learning and inclusion conditions in the Mozambican education system.