Between gains and losses: a cartography of educational challenges in Angola in the 21st century

Abstract

This article was developed within the context of the celebrations of the fiftieth anniversary of our independence, aiming to reflect on the challenges of education in Angola in the 21st century. The study is based on the need for changes in the country's current educational landscape to identify the underlying challenges and seeks to answer the question: what political, pedagogical, and cultural challenges are imposed on education in Angola in the 21st century? The methodological approach adopted was a qualitative methodology, using bibliographic and documentary research, which allowed us to filter the principles that guide the educational system as well as the main contributions of national and international authors on teacher training. The results highlight the incompleteness of educational policies between what is defined as political-normative discourse and reality, as educational practices continue to pursue the colonial pact and dispense with local culture as a source for managing educational processes. On the other hand, the challenges facing the 21st century reinforce our commitment to discussing the future of education through the decolonization of curricula, the definition of coherent teacher recruitment and selection criteria, and, finally, the deconstruction of institutional management based on the "vestido" policy.