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A look at the process of monodocence by primary teachers to analyze and understand the difficulties in teaching work in primary education is the purpose of this research. Taking into account the reform of the educational system in 2001, primary education expanded to six classes (1st to 6th) and previously only existed in four classes. Faced with this process of changes and changes that provided improvements in the teaching and learning process, as well as difficulties taking into account the errors and failures that culminated in its implementation. The results show that the teachers´ perception of the regime of monodocence refers to the analysis of the requirements submitted by the educational reform, which does not correspond to the reality of the social context in which the country lives. Therefore, monodocence is in force, but there is a breach of the laws established for its normal functioning. Since the difficulty of primary teachers is related to the application of teaching methodologies and in the field of teaching contents. Hence, the inclusion of specialist teachers in practical subjects would be a good method to enable higher education quality.

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Narciso dos Santos, Anilca
Anilca Narciso dos Santos, graduated in sociology and master´s degree in pedagogy of higher education at the Instituto Superior de Ciências de Educa‡Æo de Luanda (ISCED). Currently works in the education sector as a primary school teacher.

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