Challenges and Potential of Oral Sources in the Teaching of History in Mozambique

Perceptions of Students and Teachers at a Secondary School in Quelimane

Abstract

“Living memory” constitutes an ancestral form of production and transmission of historical knowledge in African societies, playing a central role in the preservation of collective memory and cultural identities. In Mozambique, although it remains a living heritage within local communities, it has historically been marginalized in the school context, where written sources and official narratives predominate. The study analyzes the use of orality in the teaching of History in a secondary school in Quelimane, identifying its challenges and potential as a historical and pedagogical source. In this context, the following research question is raised: What are the potentialities and challenges of using orality in the teaching of History at some secondary school in Quelimane? The research adopted a mixed quantitative-qualitative approach, involving questionnaires administered to 10 History teachers and 30 students of the 12th grade at the school level, as well as interviews with local figures recognized as “living history sources,” with the aim of understanding the appreciation, practice, and limitations of integrating oral sources in the school context. The results of the study reveal that, although orality is recognized as carrying historical, cultural, and identity value, its use in teaching is occasional and poorly systematized. Despite its high pedagogical potential in bringing school and community closer together, strengthening students’ cultural identity, and promoting meaningful learning, it presents several challenges, including the devaluation of its use in teaching, the lack of teacher training in this area, and the absence of institutional mechanisms for recording and preserving local memory.