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form an educated elite at the service of an exploitative group. We do not want science to be used to enrich a minority, oppress man and stifle the creative initiative of the masses, the inexhaustible source of collective progress. Each of us must assume his revolutionary responsibilities in education, regarding books, study, as tools at the exclusive service of the masses. Studying must be seen as a revolutionary task to be combined with the revolutionary tasks of production and fighting. He who studies should be like a spark lighting the flame which is the people. The principal task of education, in our teaching, textbooks and programmes, is to instill in each of us the advanced, scientific, objective and collective ideology which enables us to progress in the revolutionary process. Education must prepare us to internalise the new society and its requirements. Education must give us a Mozambican personality which, without subservience of any kind and steeped in our own realities, will be able, in contact with the outside world, to assimilate critically the ideas and experiences of other peoples, also passing on to them the fruits of our thought and practice. We need a consciousness of responsibility and collective solidarity, free from all individualism and corruption. We have to acquire a scientific attitude, open and free from the dead weight of superstition and dogmatic traditions. We need particularly to create a new attitude in women, emancipating their consciousness and behaviour, and at the same time instill in men new behaviour and attitudes towards women. We must make everyone aware of the need to serve the people, to participate in production, to respect manual labour, to release creative initiative and to develop a sense of responsibility. In short, what we want is a revolutionary mentality which uses science to serve the people. Our continued progress depends on the new generation. Today there are young people growing up away from colonialism, away from dogmatic traditions. There is a generation, the first, which is being formed in the heat of the revolution. This is the generation which will be called upon in the 20 years to come to carry on the task we are starting. They are the plant nursery from which will come the selected plants ensuring the ultimate triumph of the revolution. In this respect the task of teachers and cadres in education is an extraordinarily delicate one, because like us they grew up and were formed in the old world, and carry within them many bad habits and defects, a lot of individualism and ambition, many corrupt and superstitious attitudes which are harmful and might contaminate the new generation. Teachers and education cadres must behave like the doctor who, before approaching the patient in the operating theatre, disinfects and sterilises himself so as not to infect the patient. Through constant meetings, through continual criticism and self-criticism, teachers and education cadres must eliminate old ideas and tastes, so as to be able to acquire the new mentality and pass it on to the next generation. How would we classify a doctor or nurse who contaminates patients? Who instead of caring for them and saving them, passes on diseases to them? We must show maximum severity towards anyone among the teachers and education cadres who displays subjectivism, individualism, tribalism, arrogance, superstition or ignorance. In short, the teacher, the education cadre, united with the masses, must wage an internal struggle, must disinfect himself, getting rid of the old and wholly internalising the new. II. THE PRESENT REQUIREMENTS Apart from the long-term task of creating a new mentality, there are requirements of the present situation which education is called upon to meet. We cannot create a new society without destroying the old, without overthrowing colonialism and its vestiges, without creating the economic foundations for advancing the war and our society. a) Unity and education One of the prime concerns of education should be the unity of the people. Colonialism sought to accentuate all ethnic, linguistic, religious and cultural divisions there might be among the Mozambican people. At the same time, traditional education by extolling the cult of the linguistic community to which a person belongs, instills in him an attitude of contempt, and at times even of hatred, towards other communities. In our teaching we should bring out the similarities in the conditions of the Mozambican people as a whole. We should explain how colonialism exploits every region. The pupil needs to realise that the Mueda peasants' struggle against cotton growing is no different to the struggle of the sugar cane growers on the banks of the Zambezi, that the struggle of the stevedores in Lourenco Marques is the same as that of the miners in Tete. Workers shipped from Nampula to Sao Tome or to the Lourenco Marques railways suffer the same exploitation as the men from Gaza who are sold to South Africa. The fishermen and rice cultivators in Manica e Sofala are exploited by the same foreigner as occupies the oilfields of Inhambane. Taxes were just as crushing a burden on the people of Niassa who, like all Mozambicans, never saw a school or hospital which catered for them. At the same time, the pupil must identify with the heroic traditions of our whole country: the fight of Maguiguane, 22
Object Description
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Title | CENPA-343~24 |
Filename | CENPA-343~24.tiff |
Full text | form an educated elite at the service of an exploitative group. We do not want science to be used to enrich a minority, oppress man and stifle the creative initiative of the masses, the inexhaustible source of collective progress. Each of us must assume his revolutionary responsibilities in education, regarding books, study, as tools at the exclusive service of the masses. Studying must be seen as a revolutionary task to be combined with the revolutionary tasks of production and fighting. He who studies should be like a spark lighting the flame which is the people. The principal task of education, in our teaching, textbooks and programmes, is to instill in each of us the advanced, scientific, objective and collective ideology which enables us to progress in the revolutionary process. Education must prepare us to internalise the new society and its requirements. Education must give us a Mozambican personality which, without subservience of any kind and steeped in our own realities, will be able, in contact with the outside world, to assimilate critically the ideas and experiences of other peoples, also passing on to them the fruits of our thought and practice. We need a consciousness of responsibility and collective solidarity, free from all individualism and corruption. We have to acquire a scientific attitude, open and free from the dead weight of superstition and dogmatic traditions. We need particularly to create a new attitude in women, emancipating their consciousness and behaviour, and at the same time instill in men new behaviour and attitudes towards women. We must make everyone aware of the need to serve the people, to participate in production, to respect manual labour, to release creative initiative and to develop a sense of responsibility. In short, what we want is a revolutionary mentality which uses science to serve the people. Our continued progress depends on the new generation. Today there are young people growing up away from colonialism, away from dogmatic traditions. There is a generation, the first, which is being formed in the heat of the revolution. This is the generation which will be called upon in the 20 years to come to carry on the task we are starting. They are the plant nursery from which will come the selected plants ensuring the ultimate triumph of the revolution. In this respect the task of teachers and cadres in education is an extraordinarily delicate one, because like us they grew up and were formed in the old world, and carry within them many bad habits and defects, a lot of individualism and ambition, many corrupt and superstitious attitudes which are harmful and might contaminate the new generation. Teachers and education cadres must behave like the doctor who, before approaching the patient in the operating theatre, disinfects and sterilises himself so as not to infect the patient. Through constant meetings, through continual criticism and self-criticism, teachers and education cadres must eliminate old ideas and tastes, so as to be able to acquire the new mentality and pass it on to the next generation. How would we classify a doctor or nurse who contaminates patients? Who instead of caring for them and saving them, passes on diseases to them? We must show maximum severity towards anyone among the teachers and education cadres who displays subjectivism, individualism, tribalism, arrogance, superstition or ignorance. In short, the teacher, the education cadre, united with the masses, must wage an internal struggle, must disinfect himself, getting rid of the old and wholly internalising the new. II. THE PRESENT REQUIREMENTS Apart from the long-term task of creating a new mentality, there are requirements of the present situation which education is called upon to meet. We cannot create a new society without destroying the old, without overthrowing colonialism and its vestiges, without creating the economic foundations for advancing the war and our society. a) Unity and education One of the prime concerns of education should be the unity of the people. Colonialism sought to accentuate all ethnic, linguistic, religious and cultural divisions there might be among the Mozambican people. At the same time, traditional education by extolling the cult of the linguistic community to which a person belongs, instills in him an attitude of contempt, and at times even of hatred, towards other communities. In our teaching we should bring out the similarities in the conditions of the Mozambican people as a whole. We should explain how colonialism exploits every region. The pupil needs to realise that the Mueda peasants' struggle against cotton growing is no different to the struggle of the sugar cane growers on the banks of the Zambezi, that the struggle of the stevedores in Lourenco Marques is the same as that of the miners in Tete. Workers shipped from Nampula to Sao Tome or to the Lourenco Marques railways suffer the same exploitation as the men from Gaza who are sold to South Africa. The fishermen and rice cultivators in Manica e Sofala are exploited by the same foreigner as occupies the oilfields of Inhambane. Taxes were just as crushing a burden on the people of Niassa who, like all Mozambicans, never saw a school or hospital which catered for them. At the same time, the pupil must identify with the heroic traditions of our whole country: the fight of Maguiguane, 22 |
Archival file | Volume21/CENPA-343~24.tiff |