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“Observe, Reflect and Act” – dziecięcym oknem na świat? Wokół dylematów nauczania dzieci łowców-zbieraczy w Afryce Środkowej

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Markowska-Manista U.

Problemy Wczesnej Edukacji

2012

vol. 8

issue 3(18)

60-71

The following text presents two examples of the educational paths of autochthonous children, conducted in territories inhabited by the Ba’Aka Pygmies and other ethnic groups (Mbororo, Bantu: Gbaya, Mbimou) in the Central African Republic. The first path is the so-called ‘forest education’, based on the philosophy, tradition and practical knowledge of the equatorial forest as the basic living environment for the hunter-gatherers. The second is a proposition based on private pre-school and school education, directed at projects aiding education and access to formal education for marginalized children, which the Pygmy children are seen to be, as indigenous people living on the territory of central-African countries. The text is based on the results of field research conducted under project BSTM 5/11: ‘The right of the child to education as a condition of and chance for their social emancipation. A diagnosis of the condition of the ORA-method of education among the Bantu, Baka and Mbororo and culturally and ethnically heterogeneous regions of Monasao and Belemboke in the Central African Republic’, realized in the first half of 2012, as well as earlier research conducted since 2002, among the Ba’Aka, Mbororo and Bantu in the Central African Republic.

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1 Problemy Wczesnej Edukacji

1 2012

1 Markowska-Manista U.

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“Observe, Reflect and Act” – dziecięcym oknem na świat? Wokół dylematów nauczania dzieci łowców-zbieraczy w Afryce Środkowej