“A new cultural repartition” for a history of pedagogy and mathematics teaching degree courses in malanje, angola

Abstract

Objective: This article examines the historical development of the first bachelor’s degree courses in Education Sciences in Malanje, Angola, from 2011 to 2016, aiming to delineate the theoretical and methodological choices for historical research in educational settings within a specific geopolitical context.

Methods: The research utilizes a qualitative approach through documentary analysis and historical methodology, incorporating a broad range of sources from newspaper articles to official decrees. The study bases its theoretical framework on Michel de Certeau’s concept of “New Cultural Division,” emphasizing the role of the researcher’s perspective in historical documentation.

Results: The analysis highlighted the creation and evolution of the pedagogy and mathematics teaching programs at the Polytechnic School of Malanje. It identified key documents and media representations that influenced public perception and policy development in educational reforms.

Conclusions: The study underlines the importance of integrating cultural repartition into the historiography of education, providing a nuanced understanding of how educational reforms and program developments are documented and perceived. It also points out the significant role of governmental and media narratives in shaping educational policy and practice.