Linguistic Policies in Angola: a critical assessment of 50 years of independence (1975-2025).

Abstract

This study analyzes linguistic policies in Angola during the first fifty years of independence, between 1975 and 2025. The central problem lies in the persistence of Portuguese as the sole language of instruction and administration, despite the country's multilingual context and the absence, until 2010, of a legal diploma formally officializing it. The general objective is to reflect on the implications of this model for the education system and to spark debate among academics and policymakers regarding the need for inclusive reforms. Using a bibliographic research method and documentary analysis, the investigation examines the historical path from the adoption of the official language for reasons of national unity to the current scenario. The main results demonstrate that the imposition of a single language at all levels of education ignores the linguistic reality of communities and may hinder the cognitive and cultural development of children. It is concluded that the Angolan State lacks a clear linguistic policy that integrates local languages into formal circuits. As a solution, the co-officialization of the main national languages and the implementation of a bilingual education system are proposed, aiming to guarantee the linguistic rights of citizens and promote an education more tailored to the identity and needs of the Angolan population.