Educational public policy for upgrading the teacher´s career: the case study escola superior pedagógica do cuanza norte

Abstract

This study aims to analyze public educational policies, focusing on the professional well-being conditions of teachers at the Pedagogical Higher School of Cuanza Norte, in light of numerous challenges such as: career promotion, scholarships (internal or external), extension courses, and other related opportunities to gradually increase their professionalism or as conditions for academic growth and development. A teacher must grow every day in terms of their foundational training versus practical skills, and in terms of their role as a social transformation agent versus their work philosophy. However, the referenced study allowed for a deeper understanding of the background of this issue and the practical applicability of the results, by applying different methods with the aim of expanding knowledge in this area (public educational policies), which is often underexplored but extremely important for teachers’ professional activities. The questionnaire applied enabled a more rigorous and in-depth analysis of the motivational levels and interests of the teachers. It also allowed the identification of another group of teachers who are not included in certain benefits that could facilitate and enhance their intellectual development in response to demanding and constant changes. This is especially relevant given the current context of the teaching and learning process, which faces numerous challenges to meet the demands of a more efficient and effective system. That is, this is a case study of the Pedagogical Higher School of Cuanza Norte, in the face of global challenges.