THE MYTHS OF HUMAN ORIGIN IN THE KONGO-NIGER TRADITION IN ANGOLA: A DECOLONIAL PERSPECTIVE FOR ANGOLAN EDUCATION

Abstract

This article aims to understand the importance of the origin of man in the Kongo-Niger creationist conception and its insertion into educational discussions in Angola, focusing on the History subject in Angola, specifically in the seventh grade, to promote the development and appreciation of Angolan culture. Currently, History education in formal public and private schools in Angola addresses Greco-Roman mythologies but ignores the theme of the indigenous populations of the Kongo-Niger tradition, highlighting the predominance of a Eurocentric perspective in the educational context. The absence of the Kongo-Niger approach negatively impacts the recognition and appreciation of local cultural identity. The results point to the need for solutions that foster a more representative, liberating, and decolonial education. This includes discussion of themes such as oral tradition, initiation rites, and alambamento, as well as the intercultural requalification of the teaching staff. This initial research serves as a foundation for future investigations and pedagogical actions, aiming to promote an education that values the multiple cultural identities of local communities.