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

• Authors: Urszula Markowska-Manista

Title variants

EN

‘Observe, Reflect and Act’ - the child’s window on the world? On the dilemmas of teaching hunter-gatherer children in Central Africa

• Languages of publication: PL

Abstracts

EN

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.

Keywords

PL

edukacja; autochtoni; metoda nauczania; tradycyjni łowcy-zbieracze

EN

education; autochthonous; teaching method; traditional hunter-gatherers

• Publisher: Polskie Towarzystwo Pedagogiczne
• Journal: Problemy Wczesnej Edukacji
• Year: 2012
• Volume: 8
• Issue: 3(18)
• Pages: 60-71

Dates

published

2012

Contributors

author

Urszula Markowska-Manista

• Akademia Pedagogiki Specjalnej w Warszawie

Identifiers

ISSN

1734-1582