TRAINING HISTORY TEACHERS IN ANGOLA
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Abstract
This work aims to reflect on history teacher training in Angola. It follows a qualitative research model, with a predominance of descriptive bibliographic research. It is structured in two main sections. The first describes teacher training in Angola, followed by an analysis of the issues surrounding history teacher training, considering the historiographical basis. Concerns about teacher training in Angola began after national independence, with a peak in 1977. Recognition of its importance and urgency led the state to enshrine these aspirations in regulations.
All educational reforms, from 2001 to 2020, reveal the need for teacher training and development in Angola, highlighting the growing importance of history teacher training and development. Currently, the training of these professionals is primarily provided in Secondary Education and Higher Education Pedagogical schools, and in other settings, through History and Geography courses and History Teaching. Contemporary historiographical concepts pose new challenges to the teaching and learning process of History in Angola, which consequently requires concrete actions to fulfill the social role of History in teacher training.
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