A escola angolana como um ambiente de transformação: Orçamento Geral do Estado (2015 a 2021) para o ensino primário e o cumprimento ao ODS 4 da ONU Agenda 2030

• Autor(a) principal: Nóbrega, Dilson Cláudio Sodré da
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/39469
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO; Orçamento Geral do Estado; Ensino primário; Educação de qualidade; Políticas públicas; Educação em Angola; General State Budget; Primary education; Quality education; Public policies; Education in Angola

Childhood is the right time to develop an effective educational process in people's lives, so the school is the favorable environment for this to happen. Therefore, the proposal of this work is to analyze the school as an environment of social transformation, as well as analyzing all the elements that constitute it, such as: The teacher, the administrative staff, its infrastructure, as well as the families where these children come from as well as other organs of civil society. Throughout this paper we have focused mainly on Angolan schools, but it is necessary to draw parallels with schools in other parts of the world in order to have parameters. It is of utmost importance that we understand as a society that school is a space for social transformation, and that by failing to invest in it we fail to invest in society as a whole. In this way the present work aims to reflect on the investments that the Angolan government makes in education, the impacts that the deviations of fund cause to perpetuate a deficient education, identify problems and point solutions. To this end, the Angolan primary education system was studied, its curriculum and textbooks as well as teaching practices, following an analysis of the student's profile and their way of thinking and acting on the environment around them. This work was developed with students, teachers, employees and parents of the academic community of primary schools in various parts of Angola, in order to analyze the perception of infrastructure, investments and satisfaction of teachers. It was carried out through qualitative research, analysing official documents from the Angolan Ministry of Education, the curriculum plans, the teaching practices, as well as the analysis of questionnaires applied to the participants. It was used semi-structured interview as a technique for collecting information and performed characterization of the interviewees, where the research subjects and their delimitations were placed in a careful manner