PEDAGOGY IN “MASTER TAMODA”: BETWEEN EDUCATION AND SUBJECTIVATION IN THE WORK OF UANHENGA XITU

Abstract

This article analyzes Uanhenga Xitu's work "Mestre Tamoda," exploring the caricatured figure of the "master" as a metaphor for the cultural, social, and political tensions of the Angolan colonial period. Based on the appropriation of the Portuguese language and a superficial knowledge of colonial laws, Tamoda invests himself with authority and prestige, reproducing hierarchies that reinforce the distinction between assimilated and illiterate. Based on a documentary analysis, the study highlights how Angolan literature denounces the perpetuation of practices of power, exclusion, and inequality inherited from colonialism, but also offers a critical space for rethinking the role of the teacher and the role of education. By reflecting on the precariousness of teaching, the symbolic valorization of appearances, and the centrality of language in social legitimization, the text engages with the contemporary challenges of education in Angola. Thus, "Mestre Tamoda" reveals itself not only as a satirical critique but also as an invitation to build a democratic education that promotes citizenship.