TEACHER TRAINING IN ANGOLA (2010 TO 2020): BETWEEN NORM AND REALITY – A CRITICAL EXTENSION TO THE STUDY BY BRÁS AND SCAFF (2023)

Abstract

This article constitutes a critical extension to the study by Brás and Scaff (2023) on teacher training policies in Angola between 2010 and 2020. It shifts the focus from normative prescription to the relationship between norm and implementation. The framework combines street level bureaucracy (Lipsky, 2019), policy enactment (Ball et al., 2016), the citizen agent narrative (Maynard Moody & Musheno, 2003), regulation theory (Maroy, 2011), the sociology of educational organizations (Lima, 2018), and social reproduction theory (Bourdieu & Passeron, 1970). Documentary analysis is complemented by participant observation and eighteen exploratory interviews conducted between 2023 and 2024. The extension is organized around six dimensions: regulatory centralization, material conditions, national languages, sequential training, external influence, and monitoring.