Aspectos da política de formação de professores universitários em Angola
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Data
2021-03-26
Autores
Francisco, Ilda da Costa [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa tem como objetivo analisar aspectos da política de formação de professores universitários em Angola, com base, especificamente, no Plano de Desenvolvimento Nacional (2018-2022), no Plano Nacional de Formação de Quadros (PNFQ, 2013) e entrevistas com profissionais que participaram da formação. O estudo é de abordagem qualitativa, baseado em pesquisa bibliográfica, análise documental e realização, transcrição e análise de entrevistas com profissionais formados pelo Programa. A análise foi desenvolvida com base na abordagem do ciclo de políticas, formulações iniciais do sociólogo inglês Stephen Ball e colaboradores (1992; 1994), e na realidade dos estudos sobre políticas educacionais desenvolvidas no Brasil por Jefferson Mainardes (2006). O método adotado tem sido usado para análise das políticas educacionais no contexto angolano por evidenciar flexibilidade no diálogo com diversos autores. Tomamos o uso dos contextos de influência, produção de texto, prática, dos resultados/efeitos e de estratégias políticas. O delineamento do ciclo permitiu a leitura e a exploração do objeto, associado ao resultado das entrevistas realizadas com dois grupos de professores beneficiados, o primeiro na República Portuguesa, em 2016, e o segundo na República Federativa do Brasil, no ano de 2019. Os resultados indicaram que o PNFQ é uma política intimamente relacionada às demandas do Estado angolano que se contextualiza nos grupos de bolsistas. Não pudemos evidenciar que a política trouxe melhorias pontuais na educação superior angolana no que diz respeito à formação de quadros, uma vez que o processo não chegou a ganhar sentido, principalmente na gestão dos professores formados. Os aspectos da política analisada revelaram que o PNFQ possui relevância ao propiciar qualificação dos sujeitos angolanos, mas caminha entre os descompassos da política em si e o investimento como frutos das diversas irregularidades, dificultando, dessa forma, sua efetividade.
This research aims to analyze aspects of university professors' training policy in Angola, based, specifically, on the National Development Plan (2018-2022), the National Staff Training Plan (PNFQ, 2013), and interviews with professionals who participated in the training. The study has a qualitative approach, based on literature review, desk review, and transcribed and analyzed interviews with trained professionals. The approach of the policy cycle, the early formulations by the English sociologist Stephen Ball and collaborators (1992; 1994), and the reality of studies on educational policies developed in Brazil by Jefferson Mainardes (2006) were the bases for the analysis. The method adopted has been used to analyze educational policies in the Angolan context as it shows flexibility in the dialogue with several authors. We used contexts of influence, text production, practice, results/effects, and political strategies. The cycle’s design allowed the reading and exploration of the object associated with the result of interviews with two groups of benefited teachers, the first in the Portuguese Republic, in 2016, and the second in the Federative Republic of Brazil, in 2019. Results indicated that the PNFQ is a policy closely related to the demands of the Angolan State, which is contextualized in the groups of scholarship holders. We could not confirm that the policy brought specific improvements in Angolan higher education because of staff training since the process did not gain meaning, especially in the management of trained teachers. The aspects of the analyzed policy revealed that PNFQ is relevant because it provides qualifications for Angolan subjects. Nonetheless, it walks between the mismatches of the policy itself and the investments as a result of several irregularities, thus hampering its effectiveness.
This research aims to analyze aspects of university professors' training policy in Angola, based, specifically, on the National Development Plan (2018-2022), the National Staff Training Plan (PNFQ, 2013), and interviews with professionals who participated in the training. The study has a qualitative approach, based on literature review, desk review, and transcribed and analyzed interviews with trained professionals. The approach of the policy cycle, the early formulations by the English sociologist Stephen Ball and collaborators (1992; 1994), and the reality of studies on educational policies developed in Brazil by Jefferson Mainardes (2006) were the bases for the analysis. The method adopted has been used to analyze educational policies in the Angolan context as it shows flexibility in the dialogue with several authors. We used contexts of influence, text production, practice, results/effects, and political strategies. The cycle’s design allowed the reading and exploration of the object associated with the result of interviews with two groups of benefited teachers, the first in the Portuguese Republic, in 2016, and the second in the Federative Republic of Brazil, in 2019. Results indicated that the PNFQ is a policy closely related to the demands of the Angolan State, which is contextualized in the groups of scholarship holders. We could not confirm that the policy brought specific improvements in Angolan higher education because of staff training since the process did not gain meaning, especially in the management of trained teachers. The aspects of the analyzed policy revealed that PNFQ is relevant because it provides qualifications for Angolan subjects. Nonetheless, it walks between the mismatches of the policy itself and the investments as a result of several irregularities, thus hampering its effectiveness.
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Palavras-chave
Educação, Angola, Política de formação de professores, Plano Nacional de Formação de Quadros, Ciclo de políticas, Education, National Staff Training Plan, Educational policies, Policy cycle