Pratiques didactiques de l’apprentissage de l’éducation à la citoyenneté à l’ENIEG et Développement de l’esprit patriotique : Cas de l’ENIEG de Yaoundé.

Abstract

This research is entitled: “Didactic practices of learning citizenship education at ENIEG and development of the patriotic spirit: case of Bilingual ENIEG of Yaoundé.” It takes place in a socio-political context where Africa is prey to unhappy identities, faces impositions and is clearly losing its bearings; loss of reference articulated in Cameroon through the resurgence of discourses aimed at promoting socio-community particularisms, particularism very often coupled with selfishness, identity withdrawals and backed by secessionist desires. This situation which makes us take into account the understanding of the operationalization by means of teaching-learning the reappropriation of national values. This means that the objective of our research is to understand how the didactic practices of learning citizenship education at ENIEG impact the development of the patriotic spirit. Thus, we accepted as a main hypothesis that the didactic practices of learning citizenship education induce the development of the patriotic spirit. This allows us to specifically assume that the key learning objectives of citizenship education enable the development of the patriotic spirit; –Explicit pedagogical approaches to learning citizenship education induce the development of the patriotic spirit; and – The knowledge resources of learning citizenship education promote the development of the patriotic spirit. To do this, we have in action type research and through a qualitative method conducted interviews which allows us to affirm that the didactic practices of learning citizenship education as taught at ENIEG induce the development of the patriotic spirit in Cameroon. However, the ineffectiveness of these practices which results in the gap between what is and what should be can be explained not only by the difficulties linked to the professionalisation of teaching, hourly quotas, very low coefficients and absence of curricula and training manuals; but better still to the non-Objectification of educational practices in Cameroon in general. Educational practices in their evolution face the need for real structuring as a reality or element of a relationship system. In short, there is a need to resort to structural theory for explicit didactic practices in learning citizenship education at ENIEG with a view to effective development of the patriotic spirit.