A aprendizagem e o ensino da língua portuguesa em Angola: uma contextualização urgente

This article proposes a critical reflection on the Angolan education system and the learning of the Portuguese language. Drawing on the concepts of context and language teaching, it establishes a network of relationships between the monolingual or bilingual learner, knowledge, the teacher, and the Didactics of Portuguese. The implementation of post-independence educational models and the persistence of colonial approaches are questioned, particularly the conception of Portuguese solely as a mother tongue. The absence of contextualised practices hampers the development of communicative competence among students entering higher education. The reflection is grounded in teaching experiences within both school and out-of-school contexts, questioning the effects of twelve years of Portuguese language schooling. The study adopts a qualitative approach, based on non-participant observation, informal teacher accounts, and a literature review. The data suggest that the teaching of Portuguese remains traditional and decontextualised, disregarding linguistic diversity and the real needs of Angolan learners.