Index

1. Introduction
1.1. Objectives....................................................................................................................2
1.1.1. Objective general
1.1.2. Objectives specifics..............................................................................................2
1.2. Methodology
2. Culture and society.................................................................3
2.1. Basis theoretical................................................................................................3
2.2. Culture
2.2.1. Contents of the anthropological concept of culture....................................................4
2.2.1.1. Beliefs
2.2.1.2. Values..................................................................................................................5
2.2.1.3. Standards..................................................................................................................5
2.2.1.4. Symbols...............................................................................................................6
2.2.2. Characteristics of the anthropological concept of Culture..............................................6
2.3. A Organizational Culture............................................................................................8
2.3.1. Characterization of Organizational Culture and its Change.................................8
2.4. Types of culture..........................................................................................................10
2.4.1. Culture Material.....................................................................................................10
2.4.2. Culture Immaterial
2.4.3. Diversity cultural...............................................................................................12
2.4.4. Dynamism cultural
2.4.4.1. Cultural processes..............................................................................................12
Change culture.................................................................................................12
2.4.4.1.2. Factors causes of changes in Culture
2.4.4.2. Cultural diffusion...............................................................15
2.4.4.2.1. Factors that hinder or make cultural diffusion difficult............................15
2.4.4.2.2. Factors that influence Cultural Diffusion.....................................................16
2.4.4.3. Acculturation
2.5. Society...................................................................................................................17
2.5.1. Characteristics of society...................................................................................17
2.6. A culture and education in the learning context in Mozambique......................17
2.6.1. Hybridization culture and education.................................................................17
3. Conclusion......................................................................................................................22
4.Bibliographic References ....................................................23
 2

1. Introduction

Man, since his origins, living in groups or societies, cultivates different

cultures that differentiate one segment from another. Anthropology, when addressing these issues,
it also involves other areas, such as Social Sciences, which seek to study the human being
as a member of structured social layers, and the Human Sciences, which focus on the
the individual fully embodies his historical constitution, beliefs, habits and practices, philosophy of
life, language, aspects of the psyche, ethical principles, among other points. This modality
anthropological also dives into the investigation of the evolution of human groups across the
Planet. It also focuses on the understanding of the birth of religions, well
like the mechanism of social formalities, the progress of techniques and even of the
family interactions.

1.1. Objectives
1.1.1. General objective
Study the culture and society
1.1.2. Specific objectives
Identify Contents of the Anthropological Concept of Culture
Describe the characteristics of the anthropological concept of Culture
Explain culture and education in the context of learning in Mozambique
1.2. Methodology

For the preparation of this work, bibliographic research was used, which consisted of
survey of the bibliographic material (books, internet) that depicts the themes in
study.
 3

2. Culture and society

2.1. Theoretical Foundation

In the nineteenth century, some authors established hierarchies among all human cultures.
defending a single evolutionary line scale between them. In this conception, all cultures
they would have to go through the same stages, from a primitive stage to more advanced civilizations
evolved that would be the nations of Western Europe. This ethnocentric view served to
interests of European countries in legitimizing their expansionism and colonization based on a
supposed cultural superiority (LARAIA, Roque de Barros 1986).

Such evolutionary conceptions have been attacked with the argument that the classification of
hierarchically scaled societies were impossible, as each culture has its own
true. It was concluded that there is no necessary relationship between physical characteristics of
human groups and their cultural forms. The diversity of existing cultures corresponds to
variety of human history. Each cultural reality has its internal logic, which makes sense.
for the individuals who live in it, as it is a result of their history and relates to the
material conditions of your existence. From the understanding of the variety of
cultural procedures within the contexts in which they are produced, the study of cultures
contributes to eradicating prejudices and fostering respect for cultural diversity.

It is also worth noting that cultural differences exist not only between societies,
but also within the same society. We just need to think about Brazilian society, in the
different accents, social classes, ethnicities, gender, religions, generations, education, origins
etc. It is important to take into account the cultural diversity within our own society, in order to
to better understand the country we live in.

In the real worldglobalizedthe study of culture assumes peculiar characteristics, due to the
development of the cultural industry and new information and knowledge technologies.
On one hand, we are experiencing a huge increase in the exchange of knowledge and information.
between different societies around the planet; on the other hand, this is an unequal process that
can modify traditional ways of living, producing, and identifying culturally.
 4

2.2. Culture

It is a complex term and of great importance for the human sciences in general. Its
etymology comes from the Latin culturae, which means 'the act of planting and cultivating'. Gradually,

ended up also acquiring the meaning of cultivating knowledge. The modern notion of
culture was first synthesized by the Englishman Edward Taylor, defining it as a
complex that includes knowledge, beliefs, art, morality, laws, customs or any other
capabilities or habits acquired by a person as a member of a society.

In this sense, we can say that culture encompasses the common and learned ways of living,
transmitted by individuals and groups in society. Beyond a set of practices
artistic, traditions or religious beliefs, we must understand culture as a
dimension of the daily life of a certain society.

According to Fleury (1987, p.10), "Culture, conceived as a set of values and beliefs.
shared by the members of an organization, must be consistent with others
organizational variables such as structure, technology, leadership style. Of consistency
the success of the organization depends on these various factors." Thus, by analyzing these
From the concepts of organizational culture, one can easily infer the interrelationship of this variable.
business environment with the effectiveness of the company system.

The culture of a given society is passed from one generation to another through education.
artistic manifestations and other forms of knowledge transmission. The behavior
of individuals will depend on this cultural learning. Therefore, a boy and a girl
they age differently not because of their hormones, but due to differentiated education
that receive.

2.2.1. Contents of the anthropological concept of culture

2.2.1.1. Beliefs

According to Massenzio (p. 108), beliefs "are collective representations that define the
nature of sacred and profane things. Anthropologists often classify beliefs
in three categories:
 5

a) Personal, that is, those that are accepted by each individual, regardless of beliefs
from your group; it is the case of the belief in caapora (an unlucky individual or the one who brings bad luck);

b) Declared, that is, those that are accepted, at least in public, for the purpose
just to avoid embarrassment; an example of this could be the belief in equality among
people, especially between man and woman;

c) Public beliefs are those accepted and declared as common beliefs. An example of this is
the belief in resurrection by Christians and in reincarnation by Spiritists.
There are anthropologists who speak of scientific beliefs (which can be proven),
superstitious (the result of fear) and extravagant (when they deviate from the common and what is)

considering normal, as is the case with the belief that something can happen in a
Friday, the 13th of the month). There are also those who classify beliefs as beneficial and malevolent
(MARCONI; PRESOTTO, p. 28).

2.2.1.2. Values

Within culture, values are very important. They are defined by anthropologists.
as being "objects and situations considered good, desirable, appropriate, important, or
be, to indicate wealth, prestige, power, beliefs, institutions, material objects, etc.

In addition to expressing feelings, value encourages and guides human behavior.

(Ibid.)

2.2.1.3. Standards

Rules are defined as "rules that indicate the ways individuals should act in
certain situations." Generally, they consist of "a set of ideas, of
conventions regarding what is characteristic of thinking, feeling, and acting in given situations" (Ibid.,
p. 29).

The norms can be ideal (those that group members should practice) and
behavioral that are those real ones, for which, in certain situations, individuals
they flee from ideals. Examples of this are traffic rules.
 6

2.2.1.4. Symbols

Symbols are physical or sensory realities to which the individuals who use them relate.
attribute specific values or meanings" (Ibid., p. 30). Normally the symbols
they usually represent concrete or even abstract things (MARCONI; PRESOTTO, p.
33-39.

2.2.2. Characteristics of the anthropological concept of Culture

A characteristic of culture is that it is inseparable from social reality. Culture is a

historical construction and collective product of human life. This means that talking about culture
necessarily implies referring to a concrete social process. Customs, traditions,
cultural and folkloric manifestations such as festivals, dances, songs, legends, etc. only do
meaning as part of a specific culture; that is, cultural manifestations do not
they can be understood outside the reality and history of the society to which they belong.

Another characteristic of culture is its dynamic aspect. Therefore, it is more relevant to think of it
as a process and not as something stagnant in time. This is clear in the world
globalized, marked by rapid technological transformations, by the constant contact between
the cultures and dissemination of cultural patterns through mass communication media.
However, even when talking about traditional societies, it does not mean that they do not
modify it.

The symbol of certain objects, actions, and institutions is the basis of understanding culture.
man lives between two spaces that complete each other; the one referring to the outside space and the space

the symbolic or imagistic world.

Strauss (1960; 19) states that the problem of the symbolic touches culture and society in its
globality and all culture is a set of communications:
 7

a) Culture is symbolic, it is a comport of designs and values, transmitted

necessarily through symbols and signs. The symbol presupposes two poles, pole
emitter and receiver pole, culture is social and this is one of the basic characteristics of
culture and in this context it is important to mention that no member of a society is
completely devoid of culture. The symbolic character of culture allows it to
be transmitted, communicated among all members of society.

b) Habits and customs, patterns of behavior are social processes.

Culture belongs to the human group, which is why it is social; it is transmitted through the
society, the individual reaches culturally transmitted knowledge from someone who acts in
name of the society.

c) Culture is dynamic and stable, as it forms identities and tradition and the
constitutionalization of behavior standards, tradition does not mean repetition,
she evolves, and is dynamic, she respects the law of life, that is, changes can be
small or large, unnoticed or violent, or conscious or unconscious. The
Culture also experiences desired and violent changes when there are encounters.
cultural changes occur due to new needs caused by new
situations.

d) Culture is selective; it is continuous in a process that always involves reformulations.

And culture itself is subjective.

e) Culture is universal and is a phenomenon, for it has never been observed the existence of being

human without culture. Each member of society has their own interest, within the
culture to which it belongs, each group nurtures its interests and tasks within a
own cultural set, thus forming regional and cultural standards, according to
the specific situations and particular needs.

f) Culture is determinant, as it partially determines human behavior. It is

responsible for the standardization of human behavior. And precisely for this
being a determining factor of culture that allows the existence of behavior science.
Human culture is determined, it has been transforming over time.
influenced by factors such as demographic and social changes
 8

cultural.

It is important to take into account the cultural diversity within our own society, in order to
understand better the country we live in.

In the real worldglobalizedthe study of culture assumes peculiar characteristics, due to the
development of the cultural industry and new information and knowledge technologies.
On one hand, we are experiencing a huge increase in the exchange of knowledge and information.
between different societies around the planet; on the other hand, this is an uneven process that
can modify traditional ways of living, producing, and identifying culturally.

2.3. Organizational Culture

The most practical concept of organizational culture, according to statements from managers.
reported by Deal and Kennedy (1983, p.501), it is as follows: "It's the way we do things
things around here." This definition, somewhat utilitarian, expresses simply, the
organizational culture. It determines a practical way to understand the culture from
observation of how things are done.

2.3.1. Characterization of Organizational Culture and its Change

The main characteristics of culture can be perceived through the following concepts:

a) Beliefs: truths conceived or accepted based on the observation of facts and through coexistence
in a group of people;

b) Values: elements that determine the importance of things. Values represent a

conscious predetermination of people's actions. A way to identify the values of a
the group consists of observing how the people in the group spend their time;

c) Costumes: materialization of values and beliefs through actions carried out in a way that is one
as much or as systematic;

d) Rites: routine operations carried out for the success of the activities;

e) Ceremonies: formal and informal gatherings of a social group. They function as means of
reaffirm or ratify values, beliefs, and customs;
 9

Informal communication network: known in companies and cited in some publications.

like "gossiping". The informal communication network works as an excellent means of
updating beliefs, values, and myths. Through this network, the company's culture is recycled.
and reaffirmed.

According to Schein (1992, p.12), the culture of an organization can be defined as a set of
of the shared basic assumptions that the group of people involved in it has learned
how they solve their external adaptation problems and internal integration, which has
functioned well enough to be considered valid and, similarly, assimilated
by the new members as the correct way to perceive, think, and feel about the
problems. This author defines three levels for the observation of culture, according to the vision
that the researcher may have of the cultural phenomenon, as shown in the following figure:

2.3.2. Levels of observation of culture

The level of artifact refers to the objective aspects of culture that are
easily perceived. The artifacts refer to the installations, the processes, to the
organizational structure and power, to products, to equipment, etc., as in
anthropological perspective.

The level of supporter values is related to rules of action, norms, and values.
that guide the decisions, behaviors, attitudes of individuals. They are the
rules that form the identity of the group, according to the understanding of
sociology about culture.
The level of basic underlying assumptions of support, according to Schein (1992, p.22), is the

implicit presupposition that currently guides behavior, which tells the

group members how to perceive, think about, and feel about things.

The author also states that in the process of cognition, the individual constructs models (images or
concepts) that structure, as a filter, the interpretation of situations. This filter assumes a
form of a conceptual structure through which the individual analyzes and positions themselves in relation to

lived reality. In this sense, the understanding of the basic assumptions resembles
view of culture from the perspective of Psychoanthropology, discussed earlier. The values
Events are assimilated when new ones are incorporated or modify values.
existing, representing a manifestation of culture, intrinsic to the existence of the individual.
 10

2.4. Types of culture

Human societies have historically developed different ways of organizing themselves, of

to relate internally, with other social groups and with the environment. Societies
different will necessarily give rise to different cultures, that is, different ways of seeing the
world and guide social activity.

That is why there are so many cultural differences, even though everyone belongs to the same
human species. Cultural differences cannot be explained in terms of differences
geographical or biological.
The man lives between two spaces that complement each other; the one referring to the external space and the space

the symbolic or imagetic world.

2.4.1. Material Culture

The name Material Culture refers to the set of objects - fabrics, utensils,
tools, ornaments, means of transport, dwellings, weapons, etc., that make up the environment
concrete of a certain society.
Associated with the concrete elements of a society is the material culture or heritage.
cultural material. These elements have been created over time and, therefore,
they represent the history of a certain people.
Various buildings, artistic and everyday objects, are part of the material culture.
they are classified in two ways:
Movable assets: they can be transported and gather collections and collections.

Assets: they are fixed structures and represent historical centers, sites
archaeological, etc.

To overcome the obstacles of the environment, humans, since the dawn of time, have created
various utensils and implements, utilizing raw materials found in nature.
 11

As the various cultures and societies developed, forms were being elaborated.
that, in addition to being useful, would be considered beautiful, with a finish that provides satisfaction

to the user and the observer. All of this reflects the way of thinking and the values of each culture and
each society.

The term material culture is related to the purpose or meaning that objects have.
for a people in a culture, that is, the importance and influence they have on the definition of
cultural identity of a society. What is material is physical, object or artifacts is
understood by human beings as a legacy, as something to be grasped, used and
preserved, which teaches to reproduce the same object or to keep its memory.

Material culture is nothing more than the importance that certain objects have for
a determined people and their culture. It is also through material culture that one helps to create
a common identity. These objects are part of a legacy of each society. Each
the produced object has a specific context and is part of a certain period in history of
a country. Material culture applies to almost all human production.

Examples of Material Goods (Clothing; Museums; Theaters; Churches; Squares; Universities;

Monuments; Works of Art; Utensil.

2.4.2. Intangible Culture

Every people has a heritage that goes beyond the material, beyond objects. This heritage is
called intangible culture. That is, intangible culture is a manifestation of elements
representative, of habits, practices, and customs. The transmission of this culture occurs in many
times by tradition.
The immaterial culture is associated with the habits, behaviors, and customs of a certain
social group is intangible culture or intangible cultural heritage.
This represents the intangible elements of a culture. Therefore, it is composed of
abstract elements that are closely related to traditions, practices,
behaviors, techniques, and beliefs of a certain social group. Different from heritage.
material, this type of culture is transmitted from generation to generation.
Exemplos de Bens Imateriais(Danças;Músicas; Literatura;Linguagem;Culinária;Rituais;
Parties; Fairs; Legend.
 12

2.4.3. Cultural diversity

The term cultural diversity refers to difference, variety,

divergence and the abundance of different things. And cultural is a term that refers to everything
that which is proper or related to culture.

So, the concept of cultural diversity deals with the coexistence and interaction that actually exists.
satisfactorily among different cultures. The existence of different cultures is considered
as an important heritage of humanity, as this issue undoubtedly helps to promote
and expand knowledge, as well as certain values such as respect and tolerance, for the
the fact of respecting and tolerating the other who does not express the same beliefs and does not have the same

cultural baggage will always be a step ahead as a person.

On the other hand, cultural diversity proposes respect not only from our neighbors and
those around us who do not think like us, but also the respect from the
authorities that have power in the community we inhabit. If the authority is coercive
against those who express opposing ideas, we will find the clear lack of freedom of
expression, what is popularly referred to as dictatorship.

But the authority, in addition to respecting the ideas of a certain culture, must provide assurance.
necessary for the different cultures that make up the community for their survival, as it is
frequently a culture is threatened by the advance of another that has a vocation
hegemonic, then, the authority or government must intervene to protect the weaker culture
and to prevent it from ending, thus erasing cultural diversity.

2.4.4. Cultural dynamism

2.4.4.1. Cultural processes

Cultural Change, Cultural Diffusion, Acculturation.

2.4.4.1.1. Cultural change

 13

It is any change in culture, whether traits, complexes, patterns, or in the entire culture (what
is more difficult) .

Cultures continuously change, assimilating new traits, or abandoning the old ones.
rework the existing ones through different forms:

Crescimento, Transmissão,Difusão, Estagnação, Declínio, Fusão ,reelaboração

2.4.4.1.2. Factors causing changes in Culture

According to Marconi and Presotto (1989, p.61), changes occur when:

New elements are added or the old elements are improved

restructuring
New elements are borrowed from other cultures;
Inadequate cultural elements are overcome, obsolete ones are abandoned. Some
elements are lost due to a lack of transmission from generation to generation when a
element or cultural complex changes function

Cultural changes can arise as a consequence of:

Internal (endogenous) factors: Discovery, invention;

External factors (exogenous): Cultural Diffusion.

The modifications in culture occur in four stages:

1st Stage - Arrival of the element or cultural complex (innovation) through:

It is the emergence of a cultural element (trait).

Ways of introducing a new element into a culture.

Attempts

Variation: it is a slight change in behavior patterns that can also occur in

material cultural traits and in Cultural Complexes.

Examples: In the ways of greeting the elders

In men's or women's clothing

 14

Invention or Discovery: Discovery – that which was discovered or found by chance

Example: How coffee was discovered in Ethiopia

Invention - something new, created or conceived in the field of science, technology, or the arts.

The processes of discovery or invention can be attributed to causality or necessity.

In the growth of a culture through invention, each new cultural trait is nothing more than the
the development of existing elements 'does not come from nowhere', is based on
cultural elements (existing knowledge, equipment, etc.)

Example

The invention of the atomic bomb used knowledge about the structure of the atom.

For the invention of the vaccine against AIDS, the already accumulated knowledge is being used.
used to invent other types of vaccines, as well as immunology.

Attempt: When elements arise that have little or no relation to the

past. Examples of Attempt: Typewriter, Computer, Internet

Cultural loan cultural diffusion: it is the arrival of cultural elements or a cultural complex
from another culture.

It is the most important way of the emergence of new cultural elements (traits or complex)
in a culture

Of all the Innovations, Cultural Diffusion is the most common and important means.

Notes: For this cultural process, the use of the term Cultural Diffusion is more appropriate and
more used than Cultural Loan

Cultural diffusion is the main cause of new cultural elements in a culture;

Incentive: An external element accepted by the people when it meets their needs

2nd Stage - Acceptance

Social acceptance is the adoption of a new cultural trait through imitation or

copied behavior.

In the beginning, it can be accepted only by one or a few individuals;

 15

Acceptance of a trait often depends on its meaning.

Acceptance is influenced by use or necessity.

Sometimes a society accepts cultural elements of little usefulness.

example: games, myths.

3rd Stage Selective Elimination

It consists of the competition for survival conducted by a new element (that competes with
existing outro

4th Stage Social Integration

It consists of the progressive development of adjustment of the new cultural element with the
other elements that make up the local culture.

In Integration there must be: Progressive adaptation, Reciprocal adjustment between the elements
cultural

2.4.4.2. Cultural diffusion

It is a process in cultural dynamics in which cultural elements or complexes spread.

from one society to another.

Cultural diffusion can occur through imitation or by stimulation or force.

Imitation - clothes, hairstyles, citing the role of the media

Stimulus - mandatory computer modernization carried out in certain countries

Not everything is accepted immediately; there is rejection towards certain traits or complexes.
cultural.

2.4.4.2.1. Factors that impede or hinder Cultural Diffusion

Geographic conditions (Linton 1962).

2.4.4.2.2. Factors Influencing Cultural Diffusion

 16

According to Linton (1962), factors that influence Cultural Diffusion are:

Type of contact between peoples. It can be of long duration, or it can be just brief and
sporadic. Longer duration of contact helps to facilitate Cultural Diffusion
Intrinsic communicability of the Cultural Element. Certain cultural elements can
be expressed more easily than others, either in the form of acts, or in the form
verbalized. Make a connection with the ease of diffusion of material elements, in
relation to non-material elements.
Utility of the Cultural Element.
Compatibility of the new Cultural Element with the Culture where it is being spread.
Interests that dominate the life of the receiving group.

Prestige of the donor group.

Prestige of the individuals under whose auspices the new element is introduced to the
society (innovators).
Voguism, that is, the tendency to accept new things (from outside) often without
great benefits.

2.4.4.3. Acculturation

It is the fusion of different cultures that, through continuous contact, leads to changes in
cultural patterns of both groups. (MARCONI; PRESOTTO, p.64)

Cultural Pattern is a generalized, standardized, and regulated behavior. It

establishes what is acceptable or not in the behavior of people in a given culture.

In reciprocal exchange, relativizing between the two cultures, one group can give more and receive.

less. A group can receive more cultural elements than it transmits; acculturation is
a special form of Cultural Change.

2.5. Society

Society is an association of people who share cultural values, a system.

legal, norms and rules of conduct that allow individuals who integrate it the feeling
to belong to the whole. It is the historical result of the relationships between individuals.
 17

The sharing of these elements creates cultural identity and social organism. Society unites.
individuals at the same level of cultural and technological development in spaces
common geographical, historical, and political.

2.5.1. Characteristics of society

The sharing of the same territory;
The sharing of a particular lifestyle;
The sharing of a common system of laws, rules, and values;
The sharing of the construction of social relationships among individuals;
The sharing and acceptance of constructions and rituals. Examples: births, weddings,
death
The sharing of religious experiences;
The acceptance of a specific hierarchy;
Autonomy over culture and its cultural values;
The sharing of a way of survival, a mode of production and subsistence;
The transfer of knowledge to future generations.

2.6. Culture and education in the context of learning in Mozambique

2.6.1. Cultural hybridization and education

Education is in a state of multilingualism and multiculturalism as is the case of

Mozambique lives with several tensions and faces many challenges, particularly highlighting the
process of cultural hybridization, the tension between homogenization and cultural diversity and
the tension between local knowledge and universal knowledge. Educational and cultural policy
they strive to protect and value cultural diversity.

Nowadays, several Mozambican educators advocate for a "differentiated" education in

the school should have the ethical and political commitment to preserve and reaffirm values,
beliefs, customs, and forms of cultural, social, political, and religious organization (considered
local knowledge), without hindering access to and appropriation of knowledge and understanding
universals.
 18

Today the thesis of the "clash of civilizations" is rejected and it is advocated that cultural diversity is

a heritage as important to humanity as biodiversity and that the

interculturality and respect for differences are the best ways to ensure peace and
development.

Mozambican educators face the challenge of thinking about conceptions and models
educational that take into account the issue of diversity and multiculturalism in with the
learning Portuguese during colonization. We believe that the speaker of the language
Portuguese, whether monolingual or bilingual, no longer has a 'genuine' cultural identity.
and "authentically" African like its ancestors and predecessors who only spoke the language
help.

The learning of the Portuguese language promotes the emergence of a process of acculturation.
that integrates cultural characteristics of the Western world. It is believed that bilingualism instead
of creating a biculturalism, produces a cultural hybridization. That means that speakers do not
they added Portuguese culture to Bantu culture, they mixed the two cultures and created
a new culture that is not typically Portuguese and is also not genuinely Bantu.
She is "hybrid", as she uniquely combines the two languages and cultures.

It is the so-called cultural hybridization that characterizes Mozambican urban culture. Despite the

the concept of 'hybridization' is loaded with colonial prejudices, it is not in any way
prejudiced that we use such a term.

According to Dussel (2002, p. 56), the origins of the concept are located in the "colonial project of
racial domination of the 19th century and it produces an uncritical celebration of the differences that leaves

on the side of founding inequalities,” according to the author, “hybridization has a history
replete with colonialism, but also with anti and post-colonial struggles” (DUSSEL, 2002, p. 57). The
hybridization is used in this work in the sense of expressing the emergence of new cultures and
new identities that are the result of the blending of other cultures.

Our interest in hybridization processes arose from the linguistic analyses we conduct.
about the variety of Portuguese language used in Mozambique that we consider a
hybrid product resulting from the contact between the Bantu language and the Portuguese language. In our
acceptance and, on the contrary, to the theories of degeneration by hygienists who advocate for forms
 19

pure and point out the negative side of linguistic and cultural mixtures, we consider the
hybridization as a cultural wealth that must be preserved.

In Mozambique, especially in urban areas, we deal with a hybrid culture that is not,
neither typically African, nor even, completely, European. It is also not a juxtaposition.
simple of two cultures, she has African traits, but also European ones and she also is, to
at the same time, a third culture. The Mozambican urban culture is at the same
time outside and within Western culture and authentically African culture.

The issue of cultural hybridization concerns many Mozambican intellectuals as it is

it is necessary to think of a curriculum that takes into account the local African culture and that
also integrates universal culture.

Such concern is already reflected in the current curriculum of Basic Education in which it
include and blend pedagogical discourses, educational policies, and various languages.

The Ministry of Education of Mozambique, in its Basic Education Curriculum Plan

(MINED/ PCEB, 1999) advocates a pedagogical discourse marked by a technical theory and
a planning and a pedagogy focused on objectives and, at the same time, chooses to
a practical curriculum theory, through a process curriculum approach when introducing the
local curriculum and principles of a Culturally Responsive Pedagogy.

It can be considered that Mozambique has a hybrid curriculum at the Basic Education level regarding
contents, as well as at the level of theories and curricular approaches. MINED/PCEB establishes
a new logic in curriculum planning, as it creates new subjects for conception
curricular: professor and members of the community.

The teacher must gather, systematize, and make the contents 'teachable' in the classroom.
places. Making local contents "teachable" involves thinking about the available time, in
most appropriate pedagogical method, in didactic materials and in forms of evaluation.

In addition to having to assume the role of researcher-teacher of local content, the teacher
they have to address all the other concerns inherent to the teaching profession in
Mozambique: working in overcrowded classes (of around 70 students) with students at different levels
of differentiated learning (a problem exacerbated by the semi-automatic promotion), without
sufficient teaching material, in reduced hours.
 20

The diversity and heterogeneity of the student population are the most notable features of
classes. The teacher must know how to work in and with diversity in order to elevate the
quality of teaching and learning. Despite the pedagogical discourse advocating a policy
of recognition and acceptance of diversity, cultural differences, and respect for others,
the actions taken have not yet been able to create a society
more equal and free from ethnic, racial, and religious prejudices and stigmatizations
linguistics, etc.

The great victory of the new educational and cultural vision is that apparently society
Mozambican faces the issue of cultural differences with fewer taboos and subterfuges.

There is now a more open discussion about regional asymmetries and inequalities of opportunities.
of sex, gender issues, and social classes, the stigmatization of certain practices
cultural practices such as initiation rites, the practice of traditional medicine, the belief in

supernatural, etc., the incorporation of local knowledge and popular knowledge, common sense
at school, etc.

When we deal with cultural diversity, it becomes difficult to separate such reflection from the issue of

social inequality, as we must recognize that cultural differences are, many times,
socially marked. Different social classes may exhibit distinct cultural traits
dependent on your socio-economic situation.

The regional, ethnic, and racial origin is often associated with social class condition.
Social, for example, is rarely found in Mozambique as proposed by (Frederick
Erickson in: ERICKSON F. 1987). white or Indian beggar.

For example, illiterate individuals in rural areas have a stronger African culture.
ancestors and are poorer than the literate in the urban environment who have values
cultural characteristics that are more universal.

When we talk about cultural diversity, it is hard to turn a blind eye to discrimination based on race and ethnicity.

gender, age, language, cultures. Certain cultural groups such as women, the elderly,
the inhabitants of rural areas are more marked by poverty than other groups that
fit better into the hegemonic model. There are inequalities of opportunities for the
children and young people from rural areas. They are at a disadvantage in relation to literacy and
school progression because there is a lack of schools, because the schools are far from the areas
 21

residential, because the school cannot be sufficiently meaningful for the

needs of your life.

3. Conclusion

Now reaching this point, the group concludes that the concept of cultural anthropology is related to
of social sciences, seeking to understand man as an integral part of a
organized groups, thus, culture is inseparable from human nature, to the extent that
that anyone has the ability to classify experiences, to encode them. On the other
 22

On one side, while there are expressions of people living in different places, there are different

cultures in different geographical regions.

Therefore, the word 'culture' is related to a specific type of art: the scholarly. In addition to
Art, culture also includes knowledge, beliefs, law, morality, customs
the habits of a society. That is, everyone who interacts with other individuals in
community consists of educated people. Culture generates a sense of belonging and relates
with values, beliefs, and worldviews. This cultural identity represents the memory of
people for many centuries and varies over time.

Culture has a number of very specific characteristics that reveal its greatness.
importance in the human context. Firstly, culture is learned. It is learned,
because it exists thanks to a process of transmission from generation to generation and does not exist

regardless of individuals. Learning culture begins from the

birth, and it essentially occurs through imitation of others. Culture is also symbolic,
for all cultures have symbols that are understood similarly by
all the people that make it up. It is a form of communication, it is a network of meanings that
makes personal relationships possible. Everything in cultures is of a symbolic nature

In Mozambique, especially in urban areas, we deal with a hybrid culture that is not,
neither typically African, nor even entirely European. It is also not the juxtaposition
simple of two cultures, she has African traits, but also European and she is also, to
at the same time, a third culture. The urban Mozambican culture is found at the same
time outside and within Western culture and authentically African culture.

4. Bibliographical References

AMATTA, Roberto. Relativizing. An Introduction to Social Anthropology. Rio de

January: Rocco, 1987.
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Frederick Erickson in: ERICKSON F. Transformation and school success: the

politics and culture of educational achievement. Anthropology & Education
Quarterly. Vol. 18 (4), 1987.
LABURTHE, Philippe; WARNIER, Jean-Pierre. Ethnology-Anthropology. Petrópolis:
Voices, 2003, 3rd edition.
LARAIA, Roque de Barros. Culture. An anthropological concept. Rio de Janeiro:
Zahar, 2009, 23rd edition.
LARAIA, Roque de Barros. Culture: An anthropological concept. Rio de Janeiro:
Jorge Zahar Editor, 1997 [1986]. 11th edition.
MARCONI, Marina de Andrade; PRESOTTO, Zélia Maria Neves. Anthropology: a
BOFF, Leonardo. Ethics of Life. Brasília: Letra viva, 2000, 2nd edition.
Understanding Marx
MARCONI, Marina de Andrade; PRESOTTO, Zélia Maria Neves. Anthropology.
An introduction, São Paulo: Atlas. 2006, 6th edition.
MASSENZIO, Marcello. The history of religions in modern culture. São Paulo:
Hedra, 2005.