Pédagogie extrascolaire de résilience communautaire et capacitation des jeunes au développement durable : cas de la dynamique mondiale des jeunes sis au quartier Mendong

Abstract

The topic of our research, entitled " Extracurricular pedagogy of community resilience and empowerment of young people for sustainable development in their community: the case of the World Dynamics of Young People "particularly springs the following question: How does extracurricular resilience education empower young people to develop conscious peaceful actions in their communities? In order to evaluate the impact of extracurricular community resilience education, we opted for qualitative research involving a sample of four young people and five professionals. The general hypothesis we adopted was that Extracurricular pedagogy of community resilience effectively enables young people to develop conscious peaceful actions in their community. Three specific hypotheses follow from this general hypothesis: HR1: the task required in an extracurricular community resilience education situation enables young people to develop conscious peaceful actions in their community. HR2: the development of skills in extracurricular community resilience education enables young people to develop conscious peaceful actions in their community. HR3: critical awareness extracurricular community resilience education enables young people to develop conscious peaceful actions in their community. We used the observation grid and the interview guide as data collection tools. We also used Nivo software to analyse the data collected. Furthermore, the explaining theories on which our research is based are the following: the problem-solving approach of Guilbert et Ouellet, (2002) and liberating pedagogy of Freire, (1974). The results showed that, based on the task set, the young people were able to make their own judgements about the conflict situation in the Melen Evangelical Church. They also developed skills in conflict analysis and the process of resolving a problem or even a conflict. In this way, they developed critical awareness through dialogue. Theoretical perspectives invite us to integrate the Problem-Solving Approach and liberating pedagogy as extracurricular pedagogies focused on community resilience.