Violences dans le milieu scolaire : une approche du quotidien dans les établissements scolaires de la ville de Yaoundé

Abstract

To carry our study on "violence in the education system: an approach to everyday life in schools in the city of Yaoundé", we are of the observation that during this last decade between 2010 and 2020, violence in general and more particularly continues to be observed and seems to be multiplying in the school environment. This phenomenon is accompanied under the prism of the depravity of morals, the aggressive and undesirable behavior of students and the insecurity that reigns in schools. Basing on the ascertainment, we established two main objectives, namely: Identifying the explanatory factors of violence in schools, researching the social causes in order to understand the motivations of violence in schools among the different actors (students). To achieve this, we mobilized methodological and paradigmatic tools inspired by methodological individualism, structural-constructivism and strategic analysis. This allowed us to reach the following conclusions: Violence in schools in the city of Yaoundé is driven by a set of aggressive behavior by students, the proliferation of which is explained by social factors. These are the education system, family situation, social ties and group of affiliation. The students of the city of Yaoundé use violence in the school environment compared to other means such as the dialogue which is advocated by living together to defend themselves against certain situations, a criterion of mutual respect (students among themselves and teachers), of power and domination characterized by a context of modernity which is followed by a depravity of morals and insecurity in schools. Finally, violence in the school environment leads to the degradation of school heritage, failure, school perdition, creates fear between students and teachers in the school climate, develops deviant behavior in some students and who sometimes indulge in drug use, insolence, and incivility that develop daily, in interactions with the social production of norms defining the school environment.