Comparative study of the transition from high school to higher education: analysis of mathematical teaching organizations of the guiding documents of Brazil and Mozambique

Abstract

In this paper, we discuss the problem of the transition between high school and college, comparing the Brazilian and the Mozambican education systems in Mathematics, in order to show how such systems work in this phase and understand the similarities, differences and their implications for the processes teaching and learning in schools. We start with the question: what are the institutional expectations for mathematics teaching organizations in the Brazilian and Mozambican education systems for high school transition to university? The methodology: we analyze the guiding documents for educators and teachers of the two countries. We use the Anthropological Theory of Didactics by Chevallard and the documentary research technique to identify the institutional relationships that survive and rebuild in the institutions in question. The results show that the two systems are, in general, chronologically very similar, but have very different content development expectations.