Primary teachers' initial training policies in Angola: curriculum harmonization challenges
DOI:
https://doi.org/10.14393/REPOD-v13n2a2024-75578Keywords:
Nursery education, Primary teachers, Curriculum harmonization, Teachers’ initial training, Curriculum policyAbstract
The social, political and economic dynamics of the modern world pose new challenges for early childhood educators, leading them to (re)think processes, curricula and practices. In the Angolan context, the scenario is no different, with constant changes in the field of teacher training policy underlying the implementation of recent guidelines. This text is therefore guided by the following question: what are the challenges of the curriculum plan for the pre-school education degree course proposed by the specialist group of the National Curriculum Harmonisation Commission? Based on the documentary analysis, the aim is to reflect on the plan from a holistic perspective of initial training for early childhood educators, identifying its weaknesses and proposing the challenges of the necessary approaches to enable professionals to meet the current challenges in the sector. The analysis found that the curriculum has limitations in its approach, a lack of conceptions of the child in daycare, a reductionist approach to the ‘socio-cultural context’ and ‘working with families’.
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