ELEMENTARY EDUCATION IN PUBLIC PRIMARY AND SECONDARY SCHOOLS IN CALUMBO COMMUNE, VIANA MUNICIPALITY IN LUANDA – ANGOLA: PROBLEMS AND CHALLENGES IN THE POST-MODERN ERA

Abstract

This article takes a quantitative and qualitative approach to the problems of fundamental education in public schools of the First Cycle of Secondary Education in the Commune of Calumbo, Municipality of Viana in Luanda- Angola. Despite the efforts of the Angolan executive for a qualitative and quantitative improvement, education in Angola in its entirety has still revealed levels of dissatisfaction in the results it presents in general. On the one hand, there is a group of students who are privileged due to the opportunities given their geographic location, and on the other, who for the same reasons do not benefit from the same privileges. The present work aimed to analyze the educational system of public schools in the 1st cycle of secondary education in the headquarters of the Commune of Calumbo, Municipality of Viana in Luanda, understanding the problems that challenge the education system in this post-modern era in ways to present proposals that adjust to the respective context to improve the teaching-learning process. The methodology used was a basic study with a descriptive nature and a qualitative and quantitative approach, with the procedure being a field study in the only two primary secondary schools in the community's public network. The research subjects were 24 teachers from the respective schools in the community, 75 students from the 7th Grade, 75 students from the 8th Grade, 50 students from the 9th Grade and 10 Parents, with the data collection instrument being the application of questionnaires for each one of the groups. It was hoped that at the end of the research it would be possible to identify the problems that directly influence the quality of students' education, and on this basis suggestions were proposed that aim to improve education, so that there is a reduction in learning difficulties that are linked to the problems identified, since students as learning beings have feelings, desires, fears, frustrations, dreams, etc., which need to be considered in their entirety so that the teaching and learning process occurs effectively and with quality.