<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2238-8346</journal-id>
<journal-title><![CDATA[Revista Educação e Políticas em Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Polít. Debate]]></abbrev-journal-title>
<issn>2238-8346</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia - Faculdade de Educação - FACED]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-83462024000200213</article-id>
<article-id pub-id-type="doi">10.14393/repod-v13n2a2024-75578</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A política de formação inicial de educador de infância em Angola: desafios da harmonização curricular]]></article-title>
<article-title xml:lang="es"><![CDATA[Política de formación inicial de educación de la primera infancia en Angola: retos de la armonización curricular]]></article-title>
<article-title xml:lang="en"><![CDATA[The policy of initial training for early childhood educators in Angola: challenges of curricular harmonization]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dumbo]]></surname>
<given-names><![CDATA[Narciso Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A04"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sarmento]]></surname>
<given-names><![CDATA[Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,ISCED  ]]></institution>
<addr-line><![CDATA[Benguela ]]></addr-line>
<country>Angola</country>
</aff>
<aff id="A04">
<institution><![CDATA[,CIEC IE ]]></institution>
<addr-line><![CDATA[Minho Braga]]></addr-line>
<country>PT</country>
</aff>
<aff id="A03">
<institution><![CDATA[,IE-UMinho CIEC ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-83462024000200213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-83462024000200213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-83462024000200213&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As dinâmicas sociais, políticas e económicas do mundo moderno colocam novos desafios ao educador de infância que levam a (re)pensar os processos, os currículos e as práticas. No contexto angolano, o cenário não é diferente, verificam-se constantes mudanças no campo da política de formação de professores subjacente à implementação de recentes diretrizes. Assim, este texto é guiado pela seguinte questão: quais são os desafios do plano curricular do curso de licenciaturas em educação pré-escolar proposto pelo grupo de especialistas da Comissão Nacional de Harmonização Curricular? Com base na análise documental, procura-se refletir, a partir de uma perspectiva holística da formação inicial de educador de infância, o plano, identificando as fragilidades da mesma e propor os desafios das abordagens necessárias que habilitam o profissional para atender os reptos atuais do setor. A análise aferiu que o currículo possui limitações na sua abordagem, a falta de concepções da criança em creche, o reducionismo no enfoque do &#8220;contexto sócio-cultural&#8221; e do &#8220;trabalho com famílias&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las dinámica sociales, políticas y económicas del mundo moderno plantea nuevos desafíos a los educadores de la primera infancia, lo que lleva a (re)pensar procesos, curriculos y prácticas. En el contexto angoleño, el escenario no es diferente, se le notam cambios constantes en el campo de la política de formación de profesores que subyacen a la implementación de nuevas directrices. Por lo tanto, este texto se orienta por la siguiente pregunta: ¿cuáles son los desafíos del plan curricular de la carrera de Educación Infantil propuesto por el grupo de especialistas de la Comisión Nacional de Armonización Curricular? A partir del análisis documental, se pretende reflexionar, desde una perspectiva holística de la formación inicial de los educadores de la primera infancia, el plan identificando sus debilidades y proponiendo los desafíos de los enfoques necesarios para que los profesionales puedan enfrentar los retos actuales del sector. La reflexión ha demostrado que el plan de estudios tiene limitaciones en su enfoque, la falta de concepciones del niño en la guardería, el reduccionismo en el enfoque del «contexto socio-cultural» y «el trabajo con las familias».]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The social, political and economic dynamics of the modern world pose new challenges for early childhood educators, leading them to (re)think processes, curricula and practices. In the Angolan context, the scenario is no different, with constant changes in the field of teacher training policy underlying the implementation of recent guidelines. This text is therefore guided by the following question: what are the challenges of the curriculum plan for the pre-school education degree course proposed by the specialist group of the National Curriculum Harmonisation Commission? Based on the documentary analysis, the aim is to reflect on the plan from a holistic perspective of initial training for early childhood educators, identifying its weaknesses and proposing the challenges of the necessary approaches to enable professionals to meet the current challenges in the sector. The analysis found that the curriculum has limitations in its approach, a lack of conceptions of the child in daycare, a reductionist approach to the &#8216;socio-cultural context&#8217; and &#8216;working with families&#8217;.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação pré-escolar]]></kwd>
<kwd lng="pt"><![CDATA[Educador de infância]]></kwd>
<kwd lng="pt"><![CDATA[Harmonização curricular]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial de professores]]></kwd>
<kwd lng="pt"><![CDATA[Política curricular]]></kwd>
<kwd lng="es"><![CDATA[Educación preescolar]]></kwd>
<kwd lng="es"><![CDATA[Educador de la primera infancia]]></kwd>
<kwd lng="es"><![CDATA[Armonización curricular]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Política curricular]]></kwd>
<kwd lng="en"><![CDATA[Sursery education]]></kwd>
<kwd lng="en"><![CDATA[Primary teachers]]></kwd>
<kwd lng="en"><![CDATA[Curriculum harmonization]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; initial training]]></kwd>
<kwd lng="en"><![CDATA[Curriculum policy]]></kwd>
</kwd-group>
</article-meta>
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