THE HEALTH OF THE SCHOOL CURRICULUM IN ANGOLA

CONTRIBUTIONS TO A COMPREHENSION AND CRITICAL REFLECTION

Abstract

Education, wich has been facing new challenges in almost everyone, is the heart that pumps blood from the development of any society. The curriculum, as the lung of the educational process, needs to be attuned to the times that swarm, taking into account the real needs of each region. Inserted in this logic, article 105 of low nº 17/16 of October 7 of the Angolan education system contrasts with this reasoning by placing the emphasis on a monocultural and mandatory curriculum for a plural and multifaceted context. In this sense, the present article proposes to launch a critical and reflective look at the vitality of the Angolan curriculum, generating new lenses of understanding and subsidies in the field of research on curricular issues. The methodological procedures that guided the research were the deductive method with qualitative approach, bibliographical and documentary research, using as data collection, primary and secondary sources through literature review. In the context of the tyranny of inevitability, the data suggest that Angolan curriculum, of centralist and monocultural tradition, needs some special care, because it has a dictatorial digital impression, because it acts as a straitjacket, because it does no dialogue with different cultures, disregarding the regional specificities, talents, and interest of booth students and contexts, imposing on them an alien culture in disguise. To this end, we propose the re- signification of curricular policies and practices based on a national curriculum of minimal and shared strength, of multicultural inspiration, opening spaces to echo the voice and cry of different cultures, if we want to develop both communities and the quality of our educational system.