ICT Integration Policies in School Curriculum in Angola: A Study in Namibe Secondary School

In this article, we sought to understand the impact of public policies for the integration of information and communication technologies in the study plan of secondary education in Angola, conducting an exploratory case study in one of the schools of the province of Namibe, in order to organize and develop ideas for a more comprehensive study. For the development of this research work, data were obtained through questionnaires and interviews as data collection technique. For the respective treatment, the qualitative and descriptive analysis technique were chosen. The results show that the lack of continuous investment in teacher training for the use of ICT in the classroom, as well as the lack of maintenance and regular replacement of technological resources, allied to the lack of a specific project to articulate ICT and pedagogy in the school studied, among other factors, these can be an indicator of the school's affirmation as retrograde to the achievement of the objectives in relation to the new professional training model that is intended within the ICT policy implementation strategies outlined in the study plans.