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Dalva de Oliveira, Federal University of Pará, BrazilAbstract
This study analyzes key aspects observed during a meeting with primary school teachers held in January 2019, in Bocoio, Benguela province, Angola. Organized by OMUNGA, a non-governmental organization dedicated to promoting and protecting the rights of children and youth, the event sought to reflect on the difficulties reported by teachers, stimulate discussion, and support the development of effective educational actions. During the meeting, 47 teachers shared experiences and challenges related to the lack of continuing education, poor infrastructure, low salaries, food insecurity, and insufficient public policies to ensure school retention. Adopting a qualitative approach, the research draws on written records, teacher testimonies, and a critical analysis of public education policies. The theoretical framework is based on perspectives linking education and democracy, the notion of the subject as a holder of rights and knowledge, and the defense of education as a fundamental right. Although not conclusive, the findings reveal the urgency of implementing more effective and context-sensitive public policies that respond to teachers’ realities. The study concludes that valuing teachers and actively listening to their lived experiences are essential to guaranteeing the right to education and promoting school continuity, especially in socially vulnerable contexts.
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Conference: BCE2025Stream: Teaching Experiences
This paper is part of the BCE2025 Conference Proceedings (View)
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