GREVES DOCENTES EM ANGOLA (2013–2024) E VALORIZAÇÃO DO TRABALHO DOCENTE: CONQUISTAS, LIMITES E TENSÕES SINDICAIS

Abstract

The study examines strikes by basic education teachers in Angola (2013–2024), seeking to understand their impacts on the valorization of teaching work. Conducted as qualitative research, it drew on academic articles, newspapers, and legal documents from the Angolan government. The findings indicate that, although the strikes prompted some changes, recognition and valorization of the teaching profession remain inadequate. Institutional resistance persists, hindering fair negotiations and the addressing of teachers' demands, despite renewed hope among educators.