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Analisa-se o percurso historico-social da constituicao da docencia em profissao no ensino nao superior, para a sua compreensao contextualizada. Usa-se o= modelo de Novoa (1987) de quatro etapas: (1) transformacao da docencia numa atividade a tempo inteiro, (2) posse de autorizacao legal para o exercicio da atividade, (3) institucionalizacao da formacao de professores e (4) associativismo, aplicado na analise do processo em Portugal, e depois descreve-se o trajecto no caso mocambicano. Conclui-se que (i) embora nao consolidadas, as quatro etapas figuram no caso deste pais (ii) a afirmacao da docencia como profissao denota fraca autonomia e enorme dependencia dos professores do Estado, que os une mais a funcionarios do que a profissionais, porem sugere-se mais pesquisa sobre esta conclusao. The historical-social course of the constitution of teaching in profession in non- higher education is analyzed, for its contextualized understanding. The Novoa (1987) model of four stages is used: (1) transformation of teaching into a full- time activity, (2) possession of legal authorization to carry out the activity, (3) institutionalization of Teacher Education and (4) associativism, applied in the analysis of the process in Portugal, then the route is described in the mozambican case. It is concluded that (i) although not consolidated, the four stages are in this case (ii) the affirmation of teaching as a profession shows weak autonomy and great dependence on State teachers, which brings them closer to employees than to professionals, but more research on this conclusion issuggested.

aleph

PERCURSO HISTÓRICO-SOCIAL DA CONSTITUIÇÃO DA DOCÊNCIA EM PROFISSÃO NO ENSINO NÃO SUPERIOR MOÇAMBICANO: AVANÇOS, RECUOS, CONTRADIÇÕES E DESAFIOS HISTORICAL-SOCIAL COURSE OF THE TEACHING PROFESSION IN NON-HIGHER EDUCATION IN MOZAMBIQUE: ADVANCES, SETBACKS, CONTRADICTIONS AND CHALLENGES