POLÍTICA DE FORMAÇÃO INICIAL DE PROFESSORES EM NÍVEL MÉDIO EM ANGOLA 2010-2022: CONTEXTO, ATORES E IMPLICAÇÕES

Abstract

The initial teacher training policy at secondary level in Angola, from 2010 to 2022, analysed based on its context, political actors and implications for the secondary level teachers training is the object of this research. The research starts from the question:
How was the trajectory of the educational policy for teacher training at secondary level in Angola shaped in the period from 2010 to 2022, observing the political actors and the implications of the policy projected for the training of secondary level teachers? The research in generally aimed to analyse the initial teacher training policy at secondary level in Angola from 2010 to 2022. Specifically, the social, economic, political and educational characteristics of Angola were contextualized; the historical
trajectory of the teacher training process in Angola was characterized; the normativelegislative framework for teacher training in Angola was identified; and the relationship between the political actors in the regulation of teacher training policies at secondary level in Angola was investigated, from 2010 to 2022. This study from education policy field follows a qualitative approach with a descriptive and historical-analytical analysis, drawing on documentary and bibliographic sources. It is related to policies and programs research field, based on the policy formulation analysis. Strategically, an analysis of the initial teacher training policy is carried out based on the concepts, content and discourses present in documents from national and international actors. The research reveals that, from 2010 to 2022, the initial teacher training policy in Angola was marked by the approval of three main regulations: the Statute of the Teacher Training Subsystem (2011), the National Program for Teacher Training and Management (2018), and the Legal Regime for the Initial Training of Early Childhood Educators, Primary School Teachers, and Secondary School Teachers (2020). These policies were developed in a context of governmental fragility, including governance deficits and socioeconomic difficulties, characterizing the country as a fragile state. The reliance on international aid was significant, with UNICEF, the World Bank, and the European Union providing financial support and technical consulting through the deployment of experts and consulting agencies from Portugal and Belgium. UNESCO, as a policy-inducing institution, influenced the formulation through its reports and global education forums. The approved norms aligned with international guidelines, promoting teacher accountability, competency-based pedagogy, meritocratic values, and a new organizational structure, reflecting global trends in educational reform and supranational regulation.