A política de formação inicial de educador de infância em Angola: desafios da harmonização curricular
DOI:
https://doi.org/10.14393/REPOD-v13n2a2024-75578Palavras-chave:
Educação pré-escolar, Educador de infância, Harmonização curricular, Formação inicial de professores, Política curricularResumo
As dinâmicas sociais, políticas e económicas do mundo moderno colocam novos desafios ao educador de infância que levam a (re)pensar os processos, os currículos e as práticas. No contexto angolano, o cenário não é diferente, verificam-se constantes mudanças no campo da política de formação de professores subjacente à implementação de recentes diretrizes. Assim, este texto é guiado pela seguinte questão: quais são os desafios do plano curricular do curso de licenciaturas em educação pré-escolar proposto pelo grupo de especialistas da Comissão Nacional de Harmonização Curricular? Com base na análise documental, procura-se refletir, a partir de uma perspectiva holística da formação inicial de educador de infância, o plano, identificando as fragilidades da mesma e propor os desafios das abordagens necessárias que habilitam o profissional para atender os reptos atuais do setor. A análise aferiu que o currículo possui limitações na sua abordagem, a falta de concepções da criança em creche, o reducionismo no enfoque do “contexto sócio-cultural” e do “trabalho com famílias”.
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