La problématique de l’usage des textes dans la pratique pédagogique des enseignants de philosophie du secondaire : cas des praticiens de la ville de Yaoundé.

Abstract

This qualitative research has as main objective to analyze and understand the practice of differentiated training for philosophy teachers of the secondary school in the Cameroon context.It consists to show that the misuse of the texts in teaching philosophy is due to the elasticity of the program and the principle of isomorphism and also because of the difficulties encountered by the learners in acquiring the text. After evoking the underlying problematic constructed around the central question, notably, why are teachers of philosophy in secondary school not making recourse to texts to illustrate their lessons. The indicative attempt of elucidation of this question led to the collection of data of different structures.To realize this enquiry, enquiry was made in a population constituted of seventy three resources-subjects, sixty learners of upper sixth; ten teachers of philosophy and three pedagogic inspectors. This implies that the population concerned is constituted by the philosophy teachers, reinforced by the witnesses of the inspectors and learners. This is the reason for the selection of those we worked with. In this case, observation in immersion, individual and collective interview and documentary technique constitute the major tools of the collection of data. Also, the analysis of the content has been adopted by the treatment of information. The results obtained in the multivariate treatment, confirms our presumptions. This implies that, few teachers put the textual approach (40%). It follows that the major part, that is (60%) attach themselves to evangelist teaching, due to the inadequation between the time allocated to the discipline and the number of lessons to teach. Also, this work suggests the practical measures in the following recommendations: this work suggests the practical measures in the following recommendations: the teachers should have interest in using the textual approach, most especially in taking part in seminars of reinforcement of competence. The heads of department should follow up the teachers of philosophy. Moreover, the inspectors should multiply the seminars and the pedagogic days, and carry out individual evaluation of teachers. More efforts have to be done by the ministry concerned (MINESEC). They should provide libraries in schools and increase the possibilities of multiplying the texts while the learners are also called upon to acquire the necessary documents to facilitate the work of teachers. To sum up, this work has three parts: the first part consists to expose on the general problematic and the different theories that explain the topic. The second part tackles questions related to the general methodology. The last one approaches the analysis of the result of the survey and the validation of the reinterpretative theories.