New school conception of education: reality and effective practice in primary schools in Cabinda from 2002 to 2021

Abstract

In this article, we sought to understand education policies in Angola from 2002 to 2021, making an incursion of the New School conception of education into the reality of effective practice in primary schools in Cabinda. The problematic situation that encouraged the unfolding of the theme gave rise to the definition of the subsequent scientific problem: What conception has been applied in the Angolan education system: reality and effective practice in primary schools in Cabinda, from 2002 to 2021? In order to contribute to the resolution of the defined scientific problem, the following hypothesis was formulated: Teacher training in the new school conception of education is possible to strengthen the reality of effective practice in primary schools in Cabinda. With the purpose of verifying the formulated hypothesis, the general objective was recommended: To analyze the New School conception of education in the reality of effective practice in primary schools in Cabinda, from 2002 to 2021. Methods of the theoretical, empirical and statistical level were applied -mathematical. The technique used was the questionnaire that served as an instrument for data collection; these were analyzed, discussed and interpreted, having reached as results, the teachers are unaware of the teaching methodology for primary schools, outside the educational reform movements; the expository method is the main route because only knowledge is transmitted and evaluated. However, Angola needs to assume a methodology that places the student as the subject of their learning and that the primary school teacher must at least be licensed.