De la pédagogie socioconstructiviste à une pédagogie konbitiste : vers une décolonisation épistémique des pratiques éducatives en Haïti

Abstract

Since 1804, Haiti has faced the domination of Western epistemologies in its education system, which, despite various reforms initiated from the Geffrard administration (1859 - 1867) to that of Bernard reforms of 1979, has remained elitist rather than being considered a fundamental human right. This research therefore seeks to understand why this hegemony exists and how a konbitiste pedagogy, based on socioconstructivism, can promote the epistemic decolonization of educational practices in Haiti. Adopting a qualitative approach, the work was carried out on the basis of a literature review through the rigorous selection of 30 publications, and a online survey with socio-educational stakeholders to understand the anchoring of konbitisme in the Haitian collective imagination in relation to social constructivism. A socio-historical perspective made it possible to identify the reasons for the hegemony of Western paradigms in Haitian education. Based on this work, seven major moments that shaped the Haitian education system were identified, including symbolic violence, emancipatory social mimicry, philosophical dualism, pre-reform, identity crisis, new philosophy, and Bernard’s reform. With regard to konbit, 100% of respondents had heard of it, compared to 58.3% for social constructivism. And, a konbitist is proposed, following a comparison of the pedagogical aspects of social constructivism and konbitism. Rezime Depi 1804, Ayiti ap fè fas ak dominasyon epistemoloji loksidan yo nan sistèm edikasyon li a, ki, malgre divès refòm ki te kòmanse depi administrasyon Geffrard a (1859-1867) pou rive nan pa Bernard a nan lane 1979, rete yon afè lelit olye pou yo konsidere l kòm yon dwa fondamantal pou tout moun. Rechèch sa a chèche konprann poukisa dominasyon sa a egziste epi kijan yon pedagoji konbitis, ki baze sou konstriktivism sosyal, ka ankouraje dekolonizasyon epistemik pratik edikatif yo an Ayiti. | 44 Travay sa adopte yon apwòch kalitatif, kote genyen yon revizyon literati atravè seleksyon rijid 30 piblikasyon, ak yon ti sondaj sou entènèt avèk kèk aktè sosyoedikatif pou konprann rasin konbitis la nan imajinasyon kolektif la ak kijan moun yo konprann konstriktivism sosyal la. Yon pèspektiv sosyoistorik te pèmèt idantifye rezon ki fè kouran oksidantal yo genyen anpil enfliyans nan edikasyon ayisyen an. Travay sa a pèmèt genyen sèt moman enpòtan sistèm edikasyon ayisyen an konnen ki rive idantifye. Moman sa yo se: vyolans senbolik, imitasyon sosyal ki ka emansipe moun, kowabitasyon de filozofi diferan, pre-refòm, kriz idantite, nouvo filozofi, ak refòm Bernard a. Konsènan mo "konbit" la, 100% moun ki te reponn yo te tande pale de li, aloske pou konstriktivism sosyal la se sèlman 58.3%. Aprè yon konparezon sou aspè pedagojik kouran konstriktivism sosyal la ak pratik konbit la, genyen yon pedagoji konbitis ki ka rejenere ak repare (Damus, 2023) ki pwopoze.