USE OF INTERACTIVE LESSONS IN SECONDARY EDUCATION: EVIDENCE FROM A PUBLIC SCHOOL IN THE MUNICIPALITY OF BENGUELA, ANGOLA

Abstract

Despite the growing emphasis on active learning methodologies in education, evidence regarding the use of interactive classes in Angolan secondary education remains limited, particularly from the perspective of teachers. This study aimed to analyze teachers' perceptions of the use of interactive classes and their contributions to the teaching-learning process of 8th-grade students at a public school in the municipality of Benguela, Angola. This is a quantitative, descriptive field study complemented by a literature review. Data were collected through a questionnaire administered to 12 teachers and analyzed using descriptive statistics, including absolute and relative frequencies. The results indicated that teachers are familiar with and regularly use interactive classes, with group discussion being the most frequent strategy. According to participants, these methodologies favor content retention, stimulate active student participation, and contribute to the development of social skills. However, their implementation still faces challenges related to continuing teacher education, the availability of teaching resources, and institutional conditions. It is concluded that interactive classes represent relevant strategies for qualifying the teaching-learning process, offering support for improving pedagogical practices and for teachers' professional development in Angolan secondary education.