As reformas do sistema educativo em Angola: ensino de base 1975 - 2001
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2016
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O Sistema Educativo de Angola tem vindo a transformar-se constantemente,
sobretudo no Ensino Básico. Os contextos políticos, históricos e socioeconómicos,
próprios do homem enquanto ser de relação, condicionaram tais mudanças. O homem em
sociedade constrói culturas e formas políticas de organização, as quais se configuram
também com as leis e formas de governo que garantem a estabilidade comunitária.
O Estado e a Educação são os garantes da construção da cultura de um povo
(Teixeira,1999). O Estado angolano serviu-se de duas reformas para implementar novas
políticas educativas como vias para o desenvolvimento nacional. Em consonância com o
sistema político, económico e social do país, a Primeira Reforma tenta responder às
necessidades reais da jovem Nação: a consolidação da independência e do poder popular,
pôr fim à luta de classes, implantar a sociedade socialista comunista com ideologias
marxista-leninista; integração e coerência da Educação com as necessidades da
sociedade; proporcionar o desenvolvimento integral e universal da personalidade humana,
«criação de um homem novo» e promover um futuro melhor a nova geração.
A Segunda Reforma é exigida pelas novas ideologias políticas de organização do
Estado: responder à economia de mercado livre, mobilidade política, melhoria da
qualidade do ensino e aprendizagem, favorecer a acessibilidade e equidade no Sistema
Educativo. Através dos critérios de análise dos princípios, objectivos e áreas estratégicas
de prioridades, procura-se compreender os factores endógenos e exógenos que se
configuram com o desenvolvimento do ensino. Melhorar o rendimento, a eficiência e a
capacidade de adaptação dos sistemas educativos à evolução científica, a técnica e a vida
socioeconómica dos Estados-Nação constituem os principais objectivos das reformas
educativas.
The education system in Angola has been subject to constant changes, especially within primary education. The political, historical and socio-economic contexts, inherent to man while a relationship being, regulated this changes. The man in society builds cultures and political forms of organization which are configured with the laws and forms of government that ensure community stability as well. State and education are the warrantors of the culture construction of a people (Teixeira, 1999). The Angolan state made use of to two reforms to implement new education policies as means of national development. In consonance with the political, economic and social system of the country the First Reform attempts to give response to the real needs of the young nation: The consolidation of independence and popular power; the end of the class struggle, the deployment of a Communist Socialist society with Marxist Leninist ideologies, the integration and coherence of education with the needs of society; the offer of comprehensive and universal development of the human personality, "creation of a new man" and promotion of a better future for the new generation. The Second Reform is required by new political ideologies of the state organization; to respond to free market economy, political mobility, to improve the teaching and learning quality, to promote accessibility and equity in the education system. The endogenous and exogenous factors that are configured with the teaching development are sought to be understood through principles analysis criteria, objectives and strategic priorities areas. To improve performance, efficiency and the ability of adaptability of education systems heading scientific developments, technical and socio economic life of the nation-states are the main goals of educational reforms.
The education system in Angola has been subject to constant changes, especially within primary education. The political, historical and socio-economic contexts, inherent to man while a relationship being, regulated this changes. The man in society builds cultures and political forms of organization which are configured with the laws and forms of government that ensure community stability as well. State and education are the warrantors of the culture construction of a people (Teixeira, 1999). The Angolan state made use of to two reforms to implement new education policies as means of national development. In consonance with the political, economic and social system of the country the First Reform attempts to give response to the real needs of the young nation: The consolidation of independence and popular power; the end of the class struggle, the deployment of a Communist Socialist society with Marxist Leninist ideologies, the integration and coherence of education with the needs of society; the offer of comprehensive and universal development of the human personality, "creation of a new man" and promotion of a better future for the new generation. The Second Reform is required by new political ideologies of the state organization; to respond to free market economy, political mobility, to improve the teaching and learning quality, to promote accessibility and equity in the education system. The endogenous and exogenous factors that are configured with the teaching development are sought to be understood through principles analysis criteria, objectives and strategic priorities areas. To improve performance, efficiency and the ability of adaptability of education systems heading scientific developments, technical and socio economic life of the nation-states are the main goals of educational reforms.
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Orientação: José V. Brás
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, POLÍTICA EDUCATIVA, REFORMAS EDUCATIVAS, DESENVOLVIMENTO, SISTEMAS DE ENSINO, ESTADO-NAÇÃO, ANGOLA, EDUCATION, EDUCATIONAL POLICY, EDUCATION REFORMS, DEVELOPMENT, TEACHING SYSTEMS, NATION-STATE, ANGOLA