Xigubo teaching: an appreciation of interculturality at Cambine High School

Abstract

Due to globalization processes, in recent years, the question of interculturalism has been increasingly posed. Since this is a complex theme, we have as our theme the teaching of xigube in the promotion of the human relationship and the appreciation of interculturality, given the importance of this. We question the diversity and how it contributes to the teaching of xigube, object of our study: Xigube teaching: an appreciation of the interculturality existing at Cambine Secondary School, District of Morrumbene - Mozambique. We focus our reflection on the teaching of xigube, assuming that Mozambique is a multilingual and multicultural country inhabited by different ethnolinguistic groups with greater predominance to those of Bantu origin. Cambine Secondary School does not escape this reality much more because it is located in the Cambine Educational Center which since its foundation is a center of population attraction for student, professional and missionary reasons. This cohabitation of diverse peoples, in which each one carries their own customs and customs, favors the dialogue between the present cultures; Therefore, we call the concept of interculturalism as the interaction between cultures that interact in a reciprocal way. The challenge for the School Board is to adapt the Pedagogical Political Project to the local reality and thus develop strategies for valuing the sociocultural differences of human groups, focusing on the contribution of teaching traditional dances, thus highlighting the artistic education, important in the formation of the students, to better interpret the world and to know its traditions. It is the observation of Cambine's reality that motivates us to choose the theme of this communication in order to invite Physical Education and Visual Education teachers to take advantage of the coexistence of various subcultures and to integrate them in the development of short courses and in the didactic process, in order to connect the global - diversified experiences - and the structuring learning with the learning of informal and non formal contexts that the different students have.