EDUCATIONAL REFORMS AND THEIR SOCIAL IMPLICATIONS ON THE QUALITY OF EDUCATION: BETWEEN THE NORMATIVE AND PRAGMATIC

Abstract

For the present investigation, we proposed to reflect on the Angolan school context, focusing on reforms and their social implications for the quality of education in Benguela. The investigation ended with a quanti-qualitative approach and for the collection and analysis of data, we resorted to a questionnaire survey on the Likert scale, involving teachers, a semi-structured interview with school managers of the intermediate structure, a bibliographic review and document analysis. The results of the study made it possible to understand that, although educational policies and the educational reforms anchored in them point to improving the quality of education and teaching, the perceptions of field actors cast some obscurity in relation to the results and the real impact of these reforms. The actors observe clear gaps between what is expressed in the legislation that supports national education and teaching policies and the impacts on the daily lives of citizens and society, even with a clear expansion of the school network. We conclude that the negative implications coexist from the point of view of quality and equity, of decentralization and of the operationalization of the constructivist ends of society and political of the State.