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Manuel, Mestrado Tese Final.Pdf Escola de Sociologia e Políticas Públicas Departamento de Ciência Política e Políticas Públicas O Papel do Município na Implementação do Ensino Superior: Estudo de Caso do Município da Matala-Huíla (Angola) António Manuel Dissertação submetida como requisito parcial para obtenção do grau de Mestre em Estudos Africanos Orientadora: Doutora, Maria Antónia Belchior Ferreira Barreto, Professora Coordenadora Instituto Politécnico de Leiria Co-orientadora Doutora, Ana Catarina Larcher Neves Santos Carvalho, Professora Auxiliar Convidada ISCTE - Instituto Universitário de Lisboa Fevereiro de 2014 Papel do Município na Implementação do Ensino Superior: Estudo de caso do Município da Matala -Huila/Angola-Angola Fevereiro 2014 António Manuel Papel do Município na Implementação do Ensino Superior: Estudo de caso do Município da Matala-Huila/Angola António Manuel 2014 Fevereiro Fevereiro AGRADECIMENTOS Após dois anos de árdua dedicação, eis que alcancei o grande objectivo da minha vida académica que é a dissertação de mestrado em estudos africanos. Para a concretização desta dissertação, devo exprimir o meu sentimento de profunda gratidão às pessoas que não se pouparam a esforços que directa ou indirectamente me apoiarem, não só com os seus vastos conhecimentos sobre o assunto investigado, mas também proporcionando-me conselhos e encorajamentos de vária ordem. Neste sentido, permitam-me destacar: O senhor Administrador do Município da Matala e os seus colaboradores que me concederam todas as condições necessárias para recolha de dados; Doutora Maria Antónia Belchior Ferreira Barreto e Doutora Ana Catarina Larcher das Neves Santos Carvalho, pela dedicação, zelo e paciência no acompanhamento dos meus trabalhos; Os meus colegas dos MEA 20 e MEA 21 que sempre me encorajaram; A minha família pelos sacrifícios acrescidos a que se sujeitou durante a minha ausência sem nunca terem deixado de me apoiar nos momentos mais difíceis; As minhas grandes amigas Paula Abreu e Maria de Fátima, que tanto se empenharam na organização do meu processo de matrícula no ISCTE – Lisboa. Finalmente, na minha condição de crente, agradeço a Deus que me concedeu vida e força para conclusão desta dissertação. António Manuel i RESUMO Em Angola, a extensão universitária a nível de províncias é um facto evidente, mas a municipalização do ensino superior está, ainda, numa fase experimental. A implementação do ensino superior nos municípios, constitui, a nível nacional, um dos objectivos do Ministério do Ensino Superior. Na Província da Huíla, o Instituto Superior de Ciências da Educação da Huíla (ISCED-HLA), em 2011 e 2012, implementou o ensino superior, a título experimental, apenas em quatro municípios, designadamente: Caconda e Caluquembe a Norte, Chibia e Matala a Sudeste (2012).1 No presente trabalho propusemo-nos investigar as estratégias concebidas e aplicadas pelos líderes locais na implementação do ensino superior em Matala, relacionando-as com a aquisição de competências da parte dos estudantes da sala do ISCED local, enquanto suporte de acção para resolução de situações problemáticas e de questões imprevisíveis, de forma eficaz e eficiente. Com base nos objectivos referidos, desenvolveu-se um estudo empírico em Matala, através de uma análise qualitativa, com aplicação de técnicas de observação, entrevistas exploratórias e aprofundadas, consubstanciadas numa amostragem não probalística, procurando uma real representação da população geral. Os resultados de estudos permitem confirmar três das hipóteses da pesquisa, que eram as seguintes: H1 – os líderes locais tiveram um papel fundamental na implementação do Ensino Superior no município da Matala; H2 – administrativamente, a sala do ISCED, em Matala, está organizada de acordo com o Plano de Desenvolvimento Institucional (PDI); H3 – o corpo docente promove competências pedagógicas aos formandos dentro das limitações materiais disponíveis. Relativamente às competências dos estudantes (H3), concluiu-se que as mesmas ficaram comprometidas devido, por um lado, à falta de docentes em algumas disciplinas, nomeadamente de Língua Portuguesa e línguas estrangeiras (Inglês e Francês). Por outro lado, à inexistência de equipamentos fundamentais como, o apetrechamento da biblioteca e recursos informáticos. Palavras-chave: Educação, Desenvolvimento, Formação, Ensino Superior, ISCED-HLA 1 Último muinicípio a implementar a sala do ISCED. iii ABSTRACT In Angola, the university extension at the level of provinces is an existential fact but the municipalization of higher education stills at an experimental stage. The municipalization of higher education is one of the challenges of the Ministry of Higher Education. Specifically in the case of the province of Huila, the Instituto Superior de Ciências da Educação de Huda (ISCED-HLA) in 2011 and 2012 had implemented higher education on an experimental basis in four districts, namely: North: Caconda Caluquembe and the Southeast: Chibia and Matala (2012). The aims of this study is investigate the strategies designed and implemented by local leaders in the implementation of Higher Education in Matala, questioning the impact on human development relating it to the skills training students in the room ISCED place, while support for action resolution of problematic situations and unpredictable issues effectively and efficiently.Based on the objectives enshrined, we developed an empirical study in Matala by observation techniques, exploratory interviews and in-depth, applied in a diverse sample, looking for a real representation of the general population. The study results allow us to confirm three of the hypotheses of the study, which were as follows: H1-local leaders played a key role in the implementation of higher education in the municipality of Matala; H2 – administratively, a "room" of ISCED in Matala is organized according to the Institutional Development Program (IDP); H3 – promotes faculty teaching skills to trainees; H4 – the implementation of ISCED has the primacy solve the shortage of teachers for the education of the local population. Regarding the skills of students (H3), it was concluded that the process was still early and it was difficult to assess, and there are still fulfill some basic requirements so there is a research based, where teachers have all the necessary material for the education of students, particularly through the equipping of the library and computer labs. Keywords: Education, Development, Formation, Higher Education, ISCED-HLA iv ÍNDICE ÍNDICE DE QUADROS ......................................................................................................................... VII ÍNDICE DE FIGURAS .......................................................................................................................... VIII GLOSSÁRIO DE SIGLAS ....................................................................................................................... IX INTRODUÇÃO ........................................................................................................................................... 1 CAPÍTULO I – ENQUADRAMENTO METODOLÓGICO 1.1. Problemática, pergunta de partida e objectivos da investigação .................................................. 5 1.2. Método de Investigação – Estudo de caso ................................................................................... 6 1.3. População do Estudo-Constituição da Amostra ........................................................................... 8 1.4. Contexto do Estudo ...................................................................................................................... 9 CAPÍTULO II – ENQUADRAMENTO TEÓRICO 2.1. Relação entre educação e desenvolvimento ............................................................................... 11 2.1.1. Educação e Desenvolvimento em África ................................................................................... 14 2.2. Evolução da formação de professores para o Ensino Primário, Secundário e Superior em Angola ......... 17 2.2.1. A educação em Angola na época da colonização ...................................................................... 18 2.2.2. A Política Educativa Desenvolvida em Angola de 1926 até 1958 ............................................ 23 2.2.3. A Educação na Fase do Colonialismo Tardio, de 1958 a 1974 ................................................. 26 2.2.4. A Educação no Período Pós-Independência (de 1975 a 2012) .................................................. 29 2.2.5. Uma Visão Global do Ensino Superior ...................................................................................... 37 2.2.6. Caracterização do Ensino Superior em Angola ......................................................................... 38 2.2.7. Sector da Educação na Província da Huíla ................................................................................ 45 2.3. Evolução do poder municipal em Angola .................................................................................. 49 2.3.1. Caracterização sócio histórica e geográfica do Município da Matala ....................................... 51 2.3.2. Caracterização institucional Município da Matala ..................................................................... 53 2.3.3. Caracterização Social da Educação ............................................................................................ 55 CAPÍTULO III – APRESENTAÇÃO, ANÁLISE E TRATAMENTO DE DADOS 3.1. Líderes Académicos Provinciais (LP) .......................................................................................
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