This study aims to analyze the aspects observed during a meeting with primary school teachers held in January 2019, in the city of Bocoio, Benguela province, Angola. The event was organized by OMUNGA, a non-governmental organization focused on promoting and protecting the rights of children and youth. The objective is to reflect on the difficulties reported during the meeting, promote new discussions, and support the development of educational actions and solutions. The 47 participating teachers shared their experiences and challenges faced in their professional routine, including lack of continued education, poor school infrastructure, low salaries, food insecurity, and weak public policies supporting school retention. A qualitative methodology was adopted, based on meeting notes, teacher reports, and critical analysis of public education policies. The theoretical framework draws on perspectives from Saviani on education and democracy, Freire on the subject as a holder of rights and knowledge, and Bobbio on education as a fundamental right. Although not definitive, the results point to the urgent need for more effective and contextualized public policies. The study concludes that valuing teachers and actively listening to their experiences are essential to ensure children's right to education and continued school attendance, especially in socially vulnerable contexts.

Authors:
Dalva de Oliveira, Federal University of Pará, Brazil

About the Presenter(s)
Dalva de Oliveira. É doutoranda em Educação na Universidade Federal do Pará (UFPA), professora da Secretaria de Educação do Distrito Federal.

See this presentation on the full schedule – Friday Schedule

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