Teacher's curricular autonomy in general and technical-professional education subsystems in Angola: a critical analysis

Abstract

This article aims to take a critical and reflective look at the margins of curricular autonomy granted to teachers through Presidential Decree nº 276/19, of 6 September and Presidential Decree nº 254/19, of 9 August, with the ultimate aim of enhancing their possibilities to improve educational quality. In order to support it, and taking inspiration from the qualitative approach, it was distinguished by the survey of the theoretical-bibliographic and documentary apparatus, about the theme studied in this work. The text reveals that, although the Central Administration confers some margins of rhetorical autonomy to teachers in order to make the curriculum more flexible and innovative according to the educational context, without constant transversal improvement, curricular maturity and the lack of collective will and capacity for self-regulation. teachers, such autonomy will be neglected at the expense of curriculum revenues.

Keywords

• autonomia curricular. professor. formação. projectos. sucesso escolar.