The social representation of the environment of actors in the Guinean school system: the case of the city of Conakry.

Abstract

Introduction : Representation is a form of knowledge, because it is a relationship between the subject and the object of knowledge, but a relationship that is mediated by the social. Objective: The main objective of this article is to analyse the social representations that basic education stakeholders (teachers, pupils and educational authorities) have of the environment and the way in which these representations influence their understanding of and involvement in environmental education (EE) in Guinean schools. Method: The method adopted for this study is qualitative. Semi-structured interviews were conducted with various stakeholders in primary education in Guinea. Participants included teachers, pupils and education officials. The data collected was analysed using thematic analysis, to identify the dominant representations of the environment and the way in which these are integrated into teaching practice and curricula. Results: The results show that teachers mainly consider the environment from an ecological and natural angle, focusing on the conservation of natural resources and the preservation of biodiversity. However, their ability to integrate these notions into teaching remains limited due to a lack of adequate training in EE and a shortage of teaching resources. Pupils see the environment in a pragmatic and local way, focusing more on immediate issues such as waste management and access to drinking water. Their understanding of the environment is largely influenced by their everyday experience and immediate surroundings, rather than by theoretical concepts taught at school. Education authorities are showing increasing interest in integrating environmental education into school curricula. However, they are concerned about the lack of funding and teacher training, which limits the effectiveness of EE in primary schools. There is also a lack of coordination between environmental policies and educational strategies. Social representations of the environment strongly influence the way in which EE is integrated into teaching practices. Teachers, who often have little training in the subject, adapt content informally and unevenly depending on the local context. Conclusion: this study shows that environmental education practices vary considerably from one school to another, and that EE remains a secondary subject in the school curriculum.