VOCATIONAL AND PROFESSIONAL GUIDANCE (OVP): METHODOLOGICAL STRATEGIES FOR THE EDUCATIONAL TEACHING PROCESS AT BG 1056 TOMÁS FERREIRA PUBLIC COLLEGE - BENGUELA, ANGOLA

Abstract

This article addresses Vocational and Professional Guidance (VPG): methodological strategies in the educational teaching process at the BG 1056 Tomás Ferreira Public School in Benguela, Angola. This is a current and relevant topic in the Angolan socio-educational context, considering the challenges associated with the process. In this context, the aim is to analyze Vocational and Professional Guidance and propose methodological strategies for 9th-grade students at the aforementioned institution. Methodologically, this is an exploratory study adjusted to a mixed-methods (qualitative-quantitative) paradigm, supported by bibliographic and documentary research methods, analytical-synthetic, hypothetical-deductive, and historical-logical methods, using observation, interviews, and questionnaires, which aided in data collection from 85 participants: 3 members of the board, 12 teachers, and 70 students. The results indicate that career guidance is a fundamental process in the educational context, whose activities, when well-designed and based on innovative methodological strategies, help in discovering students' talents and in making solid career choices, minimizing uncertainties and insecurities. However, the data also reveal that these methodological strategies have not been effective or satisfactory in the teaching-learning process. It is hoped that these results may awaken in educational managers the need to implement methodological strategies in high schools aimed at career guidance capable of positively responding to students' aspirations for professional choice.