Enseignement-apprentissage des traites négrières par l’Approche par les compétences (Apc) et développement de la conscience patriotique chez les apprenants de 4ème du Lycée de Zamengoe

Abstract

Faced with the crisis of civic values and the weak involvement of young people in issues of national identity, this study investigates the pedagogical means of developing patriotic awareness in schools. In observed teaching practices, the history of the slave trades, though present in the school curriculum, is often underutilized-reduced to a factual approach and poorly connected to issues of identity and citizenship. The objective of this is to determine how the teaching of slave trades through the Competency-Based Approach (CBA) can be used to develop patriotic consciousness among 4th –grade students in Cameroon. To achieve this, a pedagogical experiment was conducted with two groups of students (experimental and control). Data were collected through pre-tests and post-tests, complemented by classroom observations and semi-structured interviews. Statistical analysis was based on the paired-samples student’s t-test, supplemented by qualitative thematic analysis. The results show a significant improvement in patriotic awareness scores among students in the experimental group. The study concludes that applying CBA to the teaching of slave trades is a pedagogical lever for forming conscious and, above all, patriotic citizens. It recommends the more strategic integration of historically identity-relevant content into curricula, was well as the training of teachers in active and contextualized didactic practices.