Atuação do estado frente às desigualdades socioeducacionais em Angola (2013- 2023)

Abstract

This dissertation analyzes the actions of the Angolan State in addressing socio-educational inequalities, with an emphasis on the impacts on grade repetition and school dropout rates, from 2013 to 2023, based on the National Development and Education Plans and official monitoring documents. The research adopts a qualitative approach, of an exploratory, reflective, and critical nature, anchored in dialogue with Pierre Bourdieu's reflexive sociology, concerning the understanding of the Angolan State, and with the analysis of educational policies by Eneida Oto Shiroma, understanding the documents as policy texts traversed by choices, priorities, and silences. The central question is: to what extent has the fight against socio-educational inequalities entered the agenda of the Angolan State directly or indirectly? The overall objective of the dissertation is to analyze the actions of the Angolan State in addressing socio-educational inequalities, based on the planning and monitoring of policies aimed at combating grade repetition and school dropout rates. The analysis of the documents reveals tensions between the normative plan and the material conditions of schooling, with persistently high rates of grade repetition and dropout in Primary Education and the first cycle of Secondary Education, marked by territorial and socioeconomic asymmetries. It is observed that an effort by the State in planning and expanding access also operates symbolically as a narrative of progress, while the data reveal interrupted school trajectories, especially among students in more vulnerable contexts and as they progress from primary education to the first cycle of secondary education. It is concluded that addressing inequalities requires policies to move beyond the discursive and planning level, linking goals to effective transformations in the conditions of permanence and completion of the school path, recognizing grade repetition and dropout as expressions of structural inequalities, and not as individual failures in the Angolan education system.