Educational Practices in Angola During the Pre-Colonial Period and the Need for Decolonial Resignification

Abstract

The educational practices of Bantu peoples have often been classified, at times, as traditional and, at other times, as non-formal, and have frequently been disregarded in terms of their logic and systematization. In this context, the present study problematizes the reductionist view of these educational practices and seeks to demonstrate their systematic and organizational character. The general objective is to analyze the educational practices of the Bantu peoples of Angola during the pre-colonial period, as well as to resignify certain concepts through a decolonial approach and reflect on possible transformations in the structures that underpin contemporary educational practices. The relevance of the research lies in the valorization of African knowledge and educational experiences, contributing to the recognition of their historical importance and to the strengthening of decolonial perspectives in Angolan education. Methodologically, this is a qualitative and descriptive study grounded in the historical method, through the collection and analysis of bibliographic sources related to the educational practices of the Bantu peoples of Angola. The results reveal that the education of the Bantu peoples of Angola had a systematic organization, structured into stages or levels of training, which accompanied the development of individuals from childhood to adulthood. It is concluded that these educational practices embodied their own pedagogical principles, demonstrating coherence, intentionality, and sociocultural relevance, thereby challenging the idea that they constituted an education lacking systematization.