Today, more than ever, there is a lot of talk about curriculum management, especially when referring to how the teacher implements the teaching and learning process with his students. In fact, uniformity has not yielded effective results because of the diversity of the nature of students and the urgency to respond to their specific needs. The concern to improve this process has been the main focus in all societies, and Angola is no exception to the rule. These concerns have motivated many reflections in the field of education, because the different analyses of the different educational systems have shown the urgent need to change course to prevent persistent educational failure. National laws and educational programs have clearly defined the objectives and guiding principles of the educational system, both with regard to the pre-school education subsystem and with regard to Primary Education. Although the Angolan government has ratified the 1990 convention on the rights of the child and likewise the Millennium Declaration of Education for All, Dakar 2000, there is an effort that has been made but the effect of this has been very limited, as it has not there has been an equitable distribution of school conditions, this has resulted in privileging more urban areas over rural areas and consequently creating a training imbalance between future generations in the same country. In Angola, little is said about the relationship between pre-school and primary education, especially with regard to articulation, flexibility and curriculum management to continue what has already been taught in the previous subsystem. There are, in fact, cases in which the child's long journey in pre-school education is even ignored, and he enters primary education as someone who had entered the educational system for the first time. In the present work, we wanted to understand the educational reality in the best way possible, as we identified 3 schools of different nature, one in the urban centre, one in the suburban area and the other in the rural area. For this, as a research method we chose the multiple case study with the main objective to understand how the curriculum in primary education is managed in relation to students from different school backgrounds and how this influences the quality of education. For a better understanding, we resorted to the theoretical foundation that allowed us to deeply understand the historical evolution of general educational policies and how these policies have been applied to the Angolan reality. In this context, we analysed curriculum theories (traditional, critical and postcritical), we also look at the issue of curriculum management (flexibility, homogeneity, heterogeneity, articulation, continuity and curriculum integration). The empirical study allowed bringing data collected from pedagogical directors, teachers and students. From the research carried out, the following was identified: existence of students of a different nature that has led teachers to find new strategies, making the curriculum more flexible and changing the traditional way of teaching and consequently finding new ways to ensure quality of education in the context in which institutions educational activities meet.
|Date of Award
|16 Sept 2022
- Universidade Católica Portuguesa
|José Matias Alves (Supervisor)
- Curriculum management
- Distinct school origin and teaching quality
- Doutoramento em Ciências da Educação