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Políticas educativas de acesso à educação formal de qualidade para todos na Guiné-Bissau (2000-2015)
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Considerando que a esfera educativa da Guiné-Bissau se tem caraterizado por incertezas e por um baixo investimento, e que, desde o início do século XXI, se vem falando do empenho global na Educação Para Todos, esta dissertação pretende conhecer quais foram as políticas educativas concretizadas no país, entre 2000 e 2015, para assegurar o acesso a uma educação de qualidade a todos os cidadãos e qual foi o seu impacto no desenvolvimento do setor. Tratando-se de um estudo qualitativo, de carácter descritivo e interpretativo, analisaram-se os documentos que definiram a ação dos sucessivos governos, para apreender o que se fez para erradicar as situações que têm perturbado a sua evolução e qualidade. A investigação efetuada permitiu observar que a implementação das medidas de gratuitidade e unificação do ensino básico (a partir da reforma de 2010), de alargamento da cobertura escolar, de formação inicial e contínua de professores do ensino básico e de descentralização dos centros de formação de docentes possibilitaram um aumento das taxas brutas de escolarização em todos os níveis de ensino. Contudo, apesar dos resultados conquistados, não se pode afirmar que o almejado tenha sido alcançado, uma vez que persistem barreiras que não permitem garantir a todos o acesso a uma educação de qualidade: ainda há crianças que não frequentam a escola, docentes sem formação adequada e as paralisações do sistema continuam frequentes.
Considering that the educational sphere in Guinea-Bissau has been characterized by uncertainties and low investment, and that, since the beginning of the 21st century, there has been talk of the global commitment to Education for All, this thesis intends to know what the educational policies were implemented in the country, between 2000 and 2015, to ensure access to quality education for all citizens and what was its impact on the development of the sector. As a qualitative, descriptive, and interpretative study, the documents that defined the actions of successive governments were analyzed, to perceive what was done to eradicate the situations that have disturbed its evolution and quality. The research carried out showed that the implementation of measures of free and unified basic education (as of the 2010 reform), expansion of school coverage, initial and continuing training of basic education teachers and decentralization of training centers in teachers enabled an increase in gross enrollment rates at all levels of education. However, despite the results achieved, it cannot be said that the desired has been achieved, since barriers persist that do not allow everyone to have access to quality education: there are still children who do not attend school, teachers without proper training and system outages remain frequent.
Considering that the educational sphere in Guinea-Bissau has been characterized by uncertainties and low investment, and that, since the beginning of the 21st century, there has been talk of the global commitment to Education for All, this thesis intends to know what the educational policies were implemented in the country, between 2000 and 2015, to ensure access to quality education for all citizens and what was its impact on the development of the sector. As a qualitative, descriptive, and interpretative study, the documents that defined the actions of successive governments were analyzed, to perceive what was done to eradicate the situations that have disturbed its evolution and quality. The research carried out showed that the implementation of measures of free and unified basic education (as of the 2010 reform), expansion of school coverage, initial and continuing training of basic education teachers and decentralization of training centers in teachers enabled an increase in gross enrollment rates at all levels of education. However, despite the results achieved, it cannot be said that the desired has been achieved, since barriers persist that do not allow everyone to have access to quality education: there are still children who do not attend school, teachers without proper training and system outages remain frequent.
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Políticas educativas Guiné-Bissau Educação Sistema Educativo Educação de Qualidade Guinea-Bissau Education Education System Education Policies Quality Education