This paper aims to analyze the incorporation of teacher training policies for teacher education by the institutions of Mozambique, in the perspective of inclusive education. As data collection procedure we used documentary analysis of academic and curricular organization of courses in Institutes of Teacher Education (high school) and university courses. Data analysis, based on contributions from Bernstein (1988)BERNSTEIN, B. Poder, educación y conciencia: sociologia de la transmisión cultural. Santiago: Cide, 1988. and Gimeno Sacristan (2000)GIMENO SACRISTÁN, J. O currículo: uma reflexão sobre a prática. Trad. Ernani F. da Rosa. Porto Alegre: Artmed, 2000., is centered on two main sources: a) curriculum organization and b) plans and programs of disciplines. By means of these tools we can notice the little importance that is given to these themes on curricular proposals from the National Department of Education, which results in a precarious situation in teacher education from the perspective of inclusive education in Institutes of Teacher Education (secondary level). Moreover, teacher training in universities, due to its autonomous character, is characterized by diversification, dispersion and differentiation in the names, contents and bibliography of specific courses and subjects offered.
Educational policy; School inclusion; Curriculum; Teacher training