Volume 49, Issue 2, July 2020, Pages 216–222
Théophile Mvula Eyenga1
1 Chef de Travaux, Université Pédagogique Nationale, RD Congo
Original language: French
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Under the Belgian colonial administration (1908-1960) and soon after the Congo independence in 1960, the Congolese teacher had a high standing of live. He was dignified by both the colonizer and his compatriots and belonged to this social class referred to as « évolués » (i.e. educated), which was considered as mediating group between Blacks and Whites, often called « Existence Zone ».Soon after his country’s independence, the teacher’s socio-professional status deteriorated as a result of the recurrent economic and social crises undergone by the country. This drove him into the so-called « no Existence Zone ». And in order for him not to perish, he designed survival strategies which, unfortunately, did not enable him to recover his initial status. This means that he has been unable to get out of the decaying situation ever since.Also, currently, in spite of the government’s endeavour to improve his socio-professional situation, the Congolese teacher is still deep-roosted in these survival strategies. There is still a long way to go to achieve the dream and make it alive. Let’s wait and see.
Author Keywords: Socio-professional situation, teacher, apostleship, slavery.
Théophile Mvula Eyenga1
1 Chef de Travaux, Université Pédagogique Nationale, RD Congo
Original language: French
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Under the Belgian colonial administration (1908-1960) and soon after the Congo independence in 1960, the Congolese teacher had a high standing of live. He was dignified by both the colonizer and his compatriots and belonged to this social class referred to as « évolués » (i.e. educated), which was considered as mediating group between Blacks and Whites, often called « Existence Zone ».Soon after his country’s independence, the teacher’s socio-professional status deteriorated as a result of the recurrent economic and social crises undergone by the country. This drove him into the so-called « no Existence Zone ». And in order for him not to perish, he designed survival strategies which, unfortunately, did not enable him to recover his initial status. This means that he has been unable to get out of the decaying situation ever since.Also, currently, in spite of the government’s endeavour to improve his socio-professional situation, the Congolese teacher is still deep-roosted in these survival strategies. There is still a long way to go to achieve the dream and make it alive. Let’s wait and see.
Author Keywords: Socio-professional situation, teacher, apostleship, slavery.
Abstract: (french)
Sous administration coloniale belge (1908-1960) et peu après l’indépendance du Congo en 1960, l’enseignant congolais avait un niveau de vie appréciable. Et, bien considéré tant par le colonisateur que par ses congénères, il appartenait à la catégorie des « évolués », cette classe sociale « tampon » entre Blancs et Noirs, souvent appelée « zone d’existence ».Peu après l’accession de son pays à la souveraineté nationale et internationale, sa situation socio-professionnelle se détériore à la suite des crises économiques et sociales récurrentes que le pays se mit à connaître ; ce fut sa descente dans la « zone [dite] de non existence ». Et, pour ne pas disparaître, il inventera des procédés ou stratégies de survie qui, bien malheureusement, ne lui permettront pas de recouvrer sa situation antérieure. C’est autant dire qu’il ne sortira toujours pas de l’auberge.Aussi, aujourd’hui, et nonobstant les efforts entrepris par le gouvernement pour améliorer sa situation socio-professionnelle, il continue à croire en ces stratégies de survie. On est donc encore loin du compte, et qui vivra, verra.
Author Keywords: Situation socio-professionnelle, enseignant, apostolat, esclavage.
How to Cite this Article
Théophile Mvula Eyenga, “La situation socio-professionnelle de l’enseignant du primaire et secondaire en RD Congo: Apostolat et/ou esclavage ? Approches diachronique et comparative,” International Journal of Innovation and Scientific Research, vol. 49, no. 2, pp. 216–222, July 2020.
