De la congruence entre pratiques de classe et épreuve de dissertation en classe de première littéraire dans l’enseignement secondaire général au Cameroun

Abstract

This research project raises the problem of the congruence between what is evaluated the in literature essay during the Probatory certification exams in Cameroon and what is actually taught in literature class. It goes from the hypothesis that current class practices in literature are not conducive to a good production of essay exercises for learners in the class of Première, namely literary series. This hypothesis was verified using a mixed approach (qualitative and quantitative) based on questionnaires, interview guides and informal discussions. The results indicated that recurring literary topics at the Probatory examination are not actually addressed in classroom practices. The problem would come from the fact that these topics are not explicitly defined in the official programs, and as a result teachers do not develop them or only do it superficially in class. To solve this problem this thesis argues that these literary topics should be clearly defined that these literary topics be clearly defined in the programs and introduced into the syllabus to be taught as full lessons. To this effect, the theory of life effect developed by Marc-Mathieu Münch can be of great contribution because it develops a set of concepts that adapt precisely to the literary problems faced by learners with regard to in dissertations.