Analysis of the early early education curriculum in the discontinued process in Angola

Abstract

This article aims to analyze the Early Childhood Education curriculum in higher education in Angola, considering the discontinuity of the Psychology course and its implications for the training of educators. The research adopts a qualitative approach, using the historical-logical method and synthesis analysis, with data collection through documentary analysis of sources such as Executive Decree nº 190/23 and Presidential Decree nº 195/23, which define new curricular guidelines for the training of early childhood educators in light of the preschool subsystem. Through document analysis and interpretation techniques, the study reveals the weaknesses and potentialities of the curriculum plan of the Early Childhood Education course, especially the influences of discontinuity in the Psychology course, which affected the integration and updating of the pedagogical content. Pre-school education, as the first phase of basic education, is crucial for the integral development of children and the democratization of opportunities, but faces challenges in organization and supervision. The research suggests the implementation of structural reforms in the Early Childhood Education curriculum, with greater continuity and alignment between courses, is essential to improve the training of educators and the quality of teaching