Formação de professores: uma alternativa para a mudança de paradigmas educacionais na Guiné-Bissau

Abstract

The research aims to understand how the educational project influenced the training of teachers and the ethno-cultural diversity in public schools in Guinea-Bissau between 1965 and 1980. Teacher training is seen as a potential mechanism to change the paradigms that currently disadvantage the teaching and learning process in the face of new heterogeneous demands and the new technologies that are constantly shaping global standards. The research takes as its theoretical contribution the assumptions of teacher professional development as a way to implement educational changes through new curriculum concepts and professional teaching practices. The methodology adopted for the study is qualitative, using bibliographic and documentary analysis as analytical procedures aligned with content analysis. The analysis corpus consists of primary and secondary sources, including articles, theses, dissertations, speeches, iconographic documents, and reports. Data collection was rigorously selected based on scientific propositions of representativity, homogeneity, relevance, and exclusivity. Additionally, the collection encompasses interdisciplinarity, covering areas such as history, education, pedagogy, sociology, geography, and anthropology, which are fundamental for understanding the studied subject. During the studied periods (1965-1980), we comprehend the regimental objectives behind the educational policies. While the Salazarist regime sought, through an exogenous training policy, to acculturate the natives in favor of imperialism, the PAIGC aimed to implement an endogenous curriculum, with the intention of reclaiming their cultures through education. However, after independence, several adverse events, both internal and external, and especially in the socioeconomic aspect, affected the educational policy forged during the struggle for independence. As a result, the operation of public schools and teacher training institutions depends on the support of international education-promoting organizations, which, on the other hand, undermines the state's autonomy.