Contexts and Quality Practices in Early Childhood Education: A Case Study in Angola

Authors

  • Maria Cristina Cristo Parente University of Minho
  • Fernando Azevedo Universidade do Minho
  • Celestino Gando Caieie University of Minho

Keywords:

Training of professionals, Early childhood education, Emergent literacy, Pedagogical methodologies

Abstract

The present article analyzes the contexts and practices of early childhood education professionals in Angola, through a qualitative case study conducted in the city of Sumbe. Semi-structured interviews with educators from public and private schools revealed two main issues: the lack of infrastructure and teaching materials, including the absence of libraries, and the challenges faced by educators in implementing practices that promote the development of emergent literacy. The disparities between public and private schools highlight the challenges in achieving quality education, especially the insufficiency of continuous professional development. Participants emphasized the need for greater practical support to incorporate child-centered pedagogical methodologies. The article proposes the creation of an "Emergent Literacy Laboratory," which would function as a space dedicated to practical training and pedagogical innovation. Although the study was limited to the context of the city of Sumbe, it is suggested that future research expand the scope to other regions of the country. Finally, the study underscores the importance of initiatives that promote early childhood education in alignment with the Sustainable Development Goals, aiming for equity and quality in education.

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Author Biographies

  • Maria Cristina Cristo Parente, University of Minho

    Concluiu o Doutoramento em Estudos da Criança em 2004/11/22 pela Universidade do Minho, Instituto de Educação. É docente na Universidade do Minho, Instituto de Educação. Integra o Centro de Investigação em Estudos da Criança (CIEC), da UMinho. Tem várias publicações, entre capítulos de livros, artigos em revistas nacionais e internacionais e comunicações em atas. Orientou teses de doutoramento e dissertações de mestrado. A sua atividade científica atual centra-se nas questões da formação de educadores/professores, na supervisão de educadores/professores, na Pedagogia da Infância, na investigação praxiológica, na avaliação, na liderança dos professores.

  • Fernando Azevedo, Universidade do Minho

    Não há

  • Celestino Gando Caieie, University of Minho

    Degree in Educational Sciences with a specialization in the Teaching of Psychology; Master's in Preschool Education; PhD candidate in Childhood Studies. He was a Research Intern at the Federal University of Rio Grande do Sul, funded by the Government of Angola, Ministry of Higher Education, Science, Technology, and Innovation, Angola. Completed the Professional Training Course in Management Qualification at BUREAU VERITAS - Lisbon. Holder of the Psychologist's Practice Course from EGFOCUS - Specialized Psychology Services. Intern Assistant at the Higher Institute of Educational Sciences of Sumbe. He has participated in various national and international Conferences, Seminars, and Workshops. He was a literacy teacher for 4 years and a librarian for 3 years. Participated in the I, II, and III Angola - Brazil Teacher Training Seminars. Served as President of the General Assembly of the ISCED Sumbe Student Association for 4 years. He contributed to the development of several projects at Katyavala Bwila University. He is currently a member of the Research Center on Childhood Studies (University of Minho, Portugal).

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2025-01-10

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Vol. 21 No. 1 (2024): V. 21 jan/dez 2024 - Publicação Contínua (Continuous Publishing)

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DOSSIÊ: FORMAÇÃO DE PROFESSORES PARA A EDUCAÇÃO INFANTIL: VICISSITUDES DAS POLÍTICAS E REALIDADES CONTEMPORÂNEAS - EM EDIÇÃO

How to Cite

Contexts and Quality Practices in Early Childhood Education: A Case Study in Angola. (2025). Colloquium Humanarum. ISSN: 1809-8207, 21(1), 1-26, e245034. https://journal.unoeste.br/index.php/ch/article/view/5034

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