ANGOLAN MOTHER TONGUES IN THE CONTEXT OF EDUCATIONAL POLICIES. THE CASE OF KIMBUNDU LANGUAGE

Abstract

This article focuses essentially on Angolan mother tongues in the context of educational policies, with examples of the functioning of the Kimbundu Language as a demonstration of its relevance in the teaching-educational sphere. A distinction was also made between Portuguese and Kimbundu Languages ​​through the placement of their unstressed pronouns, and also proposed the need to implement bilingual teaching of these languages ​​in the different teaching subsystems. In this sense, the inclusion of the guarantee of the Angolan languages ​​in the legal diplomas will allow the different education actors to outline immediate strategies for its implementation and not in the current format in which this issue is not mandatory. However, this research formulated the following objectives: general – to understand Angolan mother tongues in the context of educational policies, and as specific – to reflect on Angolan mother tongues in the context of educational policies; to describe the functioning of the Kimbundu language as an indicator for understanding its importance, in the sense of awakening to the administrators of the country's educational policies the interest in reformulating the legislation concerning the languages ​​of instruction. As for the methodology, it was a literature review, with an interpretive-constructivist paradigm, taking into account its qualitative nature, and also using the analytical, synthetic and comparative methods. However, the research deduced that the Legislators of the Education and Teaching System disregarded the technical nature and the plurilingual reality of Angola, hence the non-guarantee of the teaching of Angolan languages ​​in the different teaching subsystems, due to the fact that it does not present clear foundations in the mentioned law of the real intention of its implementation.