This article discusses how institutional practices reproduce and operationalize specific discourses of in-school pregnancy and motherhood in Mozambique. National Decree 39/GM/2003 indicates that girls should be transferred to night courses if pregnant, together with their partners, if also students. This article considers the implementation of this policy by identifying key roles such as those of Physical Education teachers, in-school pregnancy committees and class representatives. Drawing on qualitative data from 12 focus groups and 63 individual interviews with adults and young people, I claim that school practices mostly rely on acts of policing the female body. The result is the reproduction of a specific institutional regime that defines pupils’ identities along gender and age, by means of their (hetero)sexuality and seniority. Subsequently, the national policy, which was introduced to retain girls within education, figures as exclusionary, as students who do not meet the identity regime identified above are excluded from education.

中文翻译：

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莫桑比克学校怀孕管理：从政策到实践，再到身份认同

本文讨论了制度实践如何复制和操作莫桑比克在校怀孕和孕产的特定话语。第 39/GM/2003 号国家法令指出，如果女孩怀孕，应与其伴侣（如果也是学生）一起转入夜校。本文通过确定体育教师、校内怀孕委员会和班级代表等关键角色来考虑该政策的实施。根据来自 12 个焦点小组的定性数据和对成人和年轻人的 63 次个人访谈，我声称学校的做法主要依赖于对女性身体的监管行为。结果是一个特定的制度制度的再生产，该制度通过他们的（异性）性别和资历来定义学生的性别和年龄身份。随后，