Historical education in primary education in Angola: a case study focused on teacher conceptions and practices

• Autor(a) principal: Emanuel, Vita
• Data de Publicação: 2023
• Outros Autores: Sá, Maria Helena Araújo e, Costa, Nilza, Barca, Isabel
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2022.11785

Angola is carrying out a process of curricular transformation of Primary and Secondary Education, in order to improve the educational quality. This process will certainly be enriched by studies that can support it. In this sense, and framed within the scope of Historical Education, this article presents a case study in a public primary school in the province of conceptions and practices of teachers of the 5th and 6th classes on the process of development and curricular management of the discipline of History. Data collection, in which all teachers of these two classes were involved, included techniques of interview survey, non-participant direct observation of classes and survey of various documents (e.g., observed lesson plans). Content analysis techniques and multimodal approach were used, based on a defined model. The results, not generalized statistically, point to the existence of a small curricular autonomy of the analyzed teachers, since they reproduce, mainly, the curricular contents that are indicated by the Ministry of Education. The teachers, both in their conceptions and in their practices, did not reveal concerns with the development of the students’ historical thinking but only with the simple memorization and reproduction of programmatic contents. It denotes, thus, a reduced articulation between conceptions and practices, as well as with current perspectives in Didactics, Development and Curricular Management at international and national level. Finally, investigative and educational suggestions are pointed out, particularly for Angola.