Positive and negative factors affecting the initiative for the inclusion of ICT in the secondary education curriculum in Namibe-Angola

In Angola, the use of ICT in an educational context is no longer new, despite the limitations that have been registered in operational, strategic and pedagogical terms. In the present study, we sought to identify and understand the factors that enhance and hinder the effective inclusion of ICT in the curriculum of secondary schools in Namibe, from the perspective of the different local actors responsible for the implementation of the respective initiative. The qualitative and exploratory case study went through the auscultation of the respective actors and the analysis of the documents that govern the organization of the action at the level of the schools studied. From the analysis of the results, it was possible to assess that the aspects identified extrapolate the common vision around the theme, that is, they transcend a superficial and technocentric view, reduced to the existence or absence of technological resources and teacher training as factors that positively or negatively influence the success of the initiative in question. In this follow-up, the evidence points to the need for a scenario that also includes the will, delivery, commitment and awareness of all those involved in relation to the importance and benefits of ICT in the educational system.