CURRENT CURRICULAR APPROACH IN THE TEACHING AND LEARNING PROCESS: DEMYSTIFYING PATHS TO SCHOOL INCLUSION IN ANGOLA

Abstract

Schools and teachers are faced with the challenge of diversity and differences in school demographics on a daily basis, which suggest a new organizational architecture, translated into flexible curricular practices, adapted or suited to this heterogeneity. However, it is argued that these adaptations cannot produce in the same classroom a first-class curriculum for some and a second-class curriculum for others, causing a curricular apartheid in school practices and processes. This text seeks to reflect on the paths towards school inclusion in Angola, considering the need to welcome and value heterogeneity. Given the relevance of the reflection in focus and, in order to achieve the proposed objective, pursuing a weaving in light of the qualitative methodological approach, methods such as bibliographical consultation and analysis of legislation related to the theme were used. The text suggests that the construction of paths towards school inclusion implies changes, both in the beliefs, attitudes and curricular practices of educational agents, and in the structures of the school system. It is expected that reflection will be broadened regarding the need to move towards curricular adaptation, which considers the social, physical, cultural, intellectual and emotional characteristics of individuals, without widening the gap of inequalities.