Processus d’autorégulation et promotion de la pluralité et du vivre-ensemble : cas des leçons d’Ecm au sous cycle d’observation

Abstract

The aim of this study is to analyze the modalities of self-regulation and to understand their contribution to the promotion of plurality and living together through the teaching of Education for Citizenship and Morality in the observation sub-cycle. The research raises the problem of the role played by school stakeholders in the process of transmitting skills (self-regulation) in terms of promoting plurality and living together. The notion of pluralism and living together refers to a doctrine or practice that accepts the coexistence of different cultural, economic, political, religious and social elements within an organized community. The study was carried out with three participants, all teachers at the Ngoa-Ekelle secondary school, aged between 31 and 41 respectively, with seniority ranging from 13 to 21 years. Data was collected from these participants using an interview guide. At the end of the thematic content analysis, the main results obtained show that, firstly, self-regulated pedagogy, the appropriation of attitudes in Education for Citizenship and morality, the mechanisms for the development of plurality, living together and related practices on one hand, the search for quality in the teaching-learning process, on the other hand, are proving to be increasingly complex and diversified as a result of the exponential development of professional demand and attitudes in the formal, non-formal and informal education systems. Secondly, the prerequisites for the development of plurality show that the use of self-regulated teaching in most establishments is first and foremost a question of equipment and manifest will. Thirdly, self-regulated learning enables students to prepare for the pursuit of social projects in their adult lives. It can be seen that the school institution is a place where basic social values are transmitted, and requires staff and facilities capable of acting as a model insofar as the vast majority of children learn by imitating a model.