Degree in Mathematics from Instituto Superior de Ciências da Educação – ISCED Huambo in 2012.
Master in Sciences of Education in the Specialty of Public Policies and Educational contexts in 2020 at the Universidade Lusófona de Lisboa.
PhD student in Education Sciences at the Lusófona University of Lisbon 2021/2022.
Inspector General of the General Administration of the State (IGAE), in the Municipal Administration of Huambo.
Collaborating Professor at the Ekuikui II Higher Polytechnic Institute of Huambo.
Served as Consultant to the Municipal Administration of Huambo for the Cacilhas Sector.
Areas of academic and scientific interest
- Learning of Mathematics
- Public Educational Policies
- O ENSINO DA MATEMÁTICA EM ANGOLA: O Problema do domínio da matemática como condicionante para o sucesso na Disciplina.
The problem of mathematics as a condition of mastery in the discipline, and the main factors of students’ mathematics in the perspective of teachers’ success and perspective. Bearing in mind the objectives of the present study, we chose to carry out a predominantly qualitative investigation of a descriptive nature, which did not exclude quantification. This investigation had as a study the 5 students with good performance in the subject, 5 students with poor performance and the 6 teachers, from the 11th grade. Having reinforced a perspective perspective that the problem of the intrinsic factors of mathematics is influenced by factors intrinsic to the teaching of self-study and also the degree of student anxiety, strategies of little motivators, and a few motivators, and a few learnings. cases in, for example, teacher preparation, has an influence on the problem of mastering mathematics in schools.
Therefore, the factors that contribute to the education of all students in the school and teachers are also important in carrying out tasks and teachers. the teachers themselves are unanimous in stating that these professionals can do more because of the time they teach this subject and because they mean that they are academics that impose greater diversification in the PEA.