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Advances in Social Sciences Research Journal – Vol.7, No.8
Publication Date: August 25, 2020
DOI:10.14738/assrj.77.8704.
Camara, E. H. H., & Sarr, L. H. (2020). An Analytical Look At The Programs Of The Department Of Geography Of The Creation Of The
Cheikh Anta Diop University To The Present Day. Advances in Social Sciences Research Journal, 7(8) 409-419.
An Analytical Look At The Programs Of The Department Of
Geography Of The Creation Of The Cheikh Anta Diop University To
The Present Day
EL Hadji Habib Camara
Université Cheikh Anta DIOP,
Dakar, Senegal.
Libass Hann Sarr
Université Cheikh Anta DIOP,
Dakar, Senegal.
ABSTRACT
Pedagogy at the university level remains, in Senegal, a field little
invested in the framework of research in the sciences of education. This
work seeks to explore the "long march" of programs in terms of
evolution of the contents to be taught from the Department of
Geography of the University Cheikh Anta DIOP of Dakar since the
creation of the university in 1957 to the present day. It focuses more
specifically on the analysis of these programs, which form the basis of
any educational project, by using various tools, specifically pre-defined
analysis grids, to determine whether these programs are operational or
not. as part of the conceptualization-epistemic and pragmatic-registers
in their contents.
Keywords: operational pedagogical program, conceptualization register,
geography
INTRODUCTION
Any teaching-learning process, whatever the level, is carried by the couple transmission and
acquisition of knowledge or skills. More precisely, this involves the transmission (by the teacher)
and the acquisition (by the learner) of knowledge and / or skills (knowledge and / or know-how)
defined in programs built around this. that Pastré [10]calls the two registers of conceptualization
of knowledge (epistemic and pragmatic), as attested by one of the objectives assigned to them: “(...)
institute models of teaching, research and training which link theory to practice, within the
framework of a balanced relationship between reflections and actions [9].
This is the case at Cheikh Anta DIOP University (UCAD), formerly known as the University of Dakar,
built on the ashes of the Institut des Hautes Etudes by decree of February 24, 1957.
After independence, Senegal inherited an education system set up by the colonial authorities. This
system subsequently became part of a new post-independence perspective marked by various
reforms [15]which had to reshape programs at all levels.
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This article looks at these changes that marked the programs of Cheikh Anta DIOP University and
more specifically those of the Department of Geography of the Faculty of Letters and Human
Sciences where we were trained.
From the creation of the University of Dakar to the present day, the programs implemented at the
University Cheikh Anta Diop of Dakar, more precisely in the Department of Geography, have
followed "a long march" which can be subdivided into three major periods, thus corresponding to
various reforms which have led to an overhaul of lessons:
• The classical period (colonial and post-colonial) which dates from the creation of the
university and extends until around the 1990s,
• The period of the Value Units system, from the beginning of the 2000s until 2012,
• The period of the LMD system from the early 2010s to the present [12]
The choice of the chronological interval which covers the entire duration of the existence of the
University of Dakar, which in the meantime has become the University Cheikh Anta DIOP of Dakar,
allows us to read through the history of the Senegalese university. analyzes these programs from
the Geography department.
Moreover, various works have addressed directly or indirectly aspects related to our subject.
In his article entitled “School history in Senegal, 1962-2014: an analysis of content and teaching
methods”, Seck [15]set out to go back in time by offering us an analysis of the content and methods
of education recommended throughout the evolution of the Senegalese school
According to Seck, general history punctuates school history; thus, the investigation of the latter
would make it possible to understand the history of the country, and especially to understand that
the programs as well as their evolution stem from the choices and challenges of the time in relation
to the aims assigned to education. In addition, the author is invested in analyzing the modes of
formulation of programs which constitute the heart of our work. He thus identified three main
pedagogical approaches that have marked school history in Senegal:
• content approach
• objective-based approach
• skills-based approach.
Through a description of the field of university pedagogy, De Ketele [6]) in his work "University
pedagogy: a current in full development" presents the characteristics of it and its evolution. Here,
the author informs us about the genesis of this dimension of the educational sciences, namely
University Pedagogy (PU), which is at the origin of the innovations observed in the current
organization of higher education.
Thus, in Senegal, the University Pedagogy Project currently implemented was born from the desire
to improve the quality of teaching and above all to further professionalize the university [5 ; 12]in
a context marked by:
• the advent of the LMD reform
• the adoption of the skills-based approach.
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Camara, E. H. H., & Sarr, L. H. (2020). An Analytical Look At The Programs Of The Department Of Geography Of The Creation Of The Cheikh Anta Diop
University To The Present Day. Advances in Social Sciences Research Journal, 7(8) 409-419.
In short, it is in this same vein that this work of reflection is part of, which we begin with the
operationalization of the main key concepts of our study: operational educational program and
geography.
The programs are located upstream and are the basis of any teaching-learning activity, in the sense
that they constitute the raw material which feeds the process which must lead to the ends to which
the actors of any educational project aspire [12]
The term "program" generally designates a body of knowledge and subjects which are taught in a
course of study. However, this term tends to be replaced, nowadays, by that of curriculum which
integrates other aspects that are the organization, the logic of the contents, the acquisition of
knowledge, the whole inscribed in a duration fixed and determined. The advent of the approach by
objectives and then the approach by skills having introduced a new parameter in the development
of programs, namely, the centrality of the learner in teaching-learning activities, other components
are taken into account when writing programs.
According to De ketele [6], in addition to the classic components of the program (list of objectives,
content, methods, means of evaluation and resources), the curriculum lists the aims, the exit profile,
its declination in skills and resources required, methodological choices, description of learning and
evaluation mechanisms.
For Roegiers [11] the program designates types of content, of objectives to be developed in the
education system on the scale of a country; it takes the form of a document which presents a set of
teaching objects defined within the framework of teaching-learning activities. Given that these
activities will be implemented, the operationality of the program would require that, beyond the
enumeration of the teaching objects, markers be identified in relation to the conditions of their
implementation. It is this aspect that Roegiers integrates by proposing to add methodological
principles to give it an operational character.
Also to be considered as an operational educational program, the program is not limited to
indicating the contents, subject of teaching, it also offers, exit profiles (in terms of skills) and
especially strategies to take care of these contents. It is, moreover, a program in which is mentioned
explicitly the skills to be installed, the teaching and learning strategies, in other words, a program
which gives precise indications on the expectations of the training and on the way run this program
or even teach content related to a discipline such as geography.
The term geography is polysemous ; for some authors, it is the study "of physical spaces and living
spaces animated by settlements and the activities which result from them" [17]
For others, it is the study of relations between societies and their territories [1 ; 14]
According to Emmanuel de Martonne [7] quoted by Wackermann and Scheibling "geography asserts
itself as the science of physical, biological and social phenomena studied in their distribution on the
surface of the globe, in their causes and their reciprocal relationships" [17] and questions about
environments at different scales of the globe ”; such geography undoubtedly inspired the geography
taught at the University.
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In short, what interests geography as an intellectual discipline are "socio-spatial relationships, their
mechanisms, their effects" [17]
It has two fundamental branches:
• physical geography which relates to the environmental structure and dynamics, (through
the observation of geospheres at all scales and in all their dimensions; its specific fields are
geomorphology, climatology, hydrology, pedology and biogeography;
• human geography, also called "anthropogeography" or social geography studies human
action on space and the various types of territories that make up it; it is generally subdivided
into the geography of settlement (rural and urban geography), population, economic
geography, geography of transport and communication, geography of leisure and tourism,
geography of health, geography of conflicts and ruptures. ” [17].
Moreover, learning this geography at university and in higher education thus means wanting to
achieve two fundamental aims: understanding the nature, organization and functioning of physical
and social phenomena in their relations to spatial reality (epistemic register) , and have the skills to
act effectively on the latter (pragmatic register). Do the programs that bring this learning of
geography to Cheikh Anta Diop University from its creation to the present day, reflect this? What
are the characteristics of the Geography department programs in this respect and the nature of their
content? More specifically, are they or are they not operational educational programs? and what
registers of conceptualization do their contents come from?
To understand this questioning, we will need:
• identify programs of geography representative of the three main periods which marked the
evolution of the university from its creation to the present day,
• note their main characteristics,
• determine the nature of their content.
METHODOLOGY
The research corpus of this study consists of three programs representative of the programs
implemented at the level of the Geography department of UCAD, from its creation to the present
day. It is :
• A program from the classical period (1963-1964)
• A program corresponding to the system of value units (UV) (2007-2008)
• A program in force with the License-Master-Doctorate (LMD) system (2017-2018)
The analysis of these programs implemented in the Geography department of the UCAD was done
using analysis grids relating respectively to the indicators of an operational educational program
and the typology of content.
For the first part concerning the characteristics of the programs, We have chosen as a reading grid
the elements of analysis of the programs contained in the CAMARA course entitled: "study of the
geography program" taught as part of the Master of Teaching History Geography 2017. As part of
this exercise, we are trying to read our corpus from the tags identified by the author to qualify a
pedagogical and operational program. The characteristic elements of the program are identified in
the following table 1
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Camara, E. H. H., & Sarr, L. H. (2020). An Analytical Look At The Programs Of The Department Of Geography Of The Creation Of The Cheikh Anta Diop
University To The Present Day. Advances in Social Sciences Research Journal, 7(8) 409-419.
Table 1: Characteristics of an operational educational program
Object Characteristics
Program set of activities planned over time covering a
specific area
Educational Who pursues training or education objectives (in
terms of acquisition of knowledge and skills)
Operational Which gives specific indications on the modalities
of implementation
Once all the components of our corpus are subjected to an exploration through the characteristics
indicated in table I, we could thus know which of these programs correspond or not to an
operational educational program
In the second phase of our analysis concerning teaching content, the aim of the exercise is to allow
us to identify in the programs the types of content with reference to the registers of
conceptualization determined by Pastré [10] from forms of knowledge as defined by Vergnaud [16].
For the latter, knowledge essentially takes two forms:
• The predicative form representing the dimension of knowledge which apprehends the real
as a set of object, properties and relationships
• Operational form, constituting the other dimension of knowledge, that which invests in
action to guide it.
Each of these forms fits, according to Pastré [10] in a register of conceptualization with well-defined
aims
• the epistemic register with aims of understanding relating to content in terms of knowledge;
• the pragmatic register with aims of success of the action referring to content in terms of
skills.
Table 2: Typology of contents
Form of knowledge predicative Operative
Conceptualization register Epistemic Pragmatic
Content type knowlledges Skills
In this respect, the analysis of the programs implemented at the level of the geography department
of the UCAD should allow us to identify the types of teaching content favored between 1957 and
2017.
RESULTS AND DISCUSSION
The periodization test which we carried out in the first part of our work allowed us to classify the
elements of our corpus into three main parts corresponding to the characteristic periods of the
evolution of the programs.
Table 3: Classification of programs
Period / system Teaching approach Program
Classic Content-based approach 1963-1964 program
Value Units Objective-based approach 2007-2008 program
LMD Competency-based approach 2017-2018 program
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The programs have undergone changes linked to reforms in the system. In the context of these
reforms, three different pedagogical approaches have been advocated. The content approach was
tested during the 1962, 1971 and 1979 reforms. The objective approach was used in the programs
from 1987 and since 2013, the skills approach has been recommended [12 ; 15]
We will proceed to the presentation of these different programs through a definition of the
characteristics of each of them, then we will determine whether or not it is an operational
educational program before specifying the nature of the content privileged in these programs at
look at the two registers of conceptualization defined by Pastré [10].
Characterization of programs
1963-1964 program (classical period)
This program presents a list of subjects to be covered during the year in the context of the DUEL,
the teaching license, or the free license, or even higher education certificates; we also found there
modalities relating to the doctorate in letters. These themes, arranged according to level of study,
relate to:
• General geography,
• Regional geography,
• Tropical geography
Regarding the announcement of the implementation conditions, we noted a lack of specific
information, outside of the duration of the course evaluations and tutorials.
2007-2008 Program (Value Units System)
This program seems to us more complete than the previous one, because it presents in detail all of
the lessons, from the first year to the end of the 2nd cycle.
The study themes are made up of Units of Value (UV) coded from 100 (corresponding to the 1st
year) to 500 (corresponding to the 5th year). They refer to the classic themes of physical (hydrology,
biogeography, climatology, geomorphology,) and human (population geography, urban geography,
rural geography) geography. This program offers a better quality of presentation of the themes; it
presents the teaching methods as well as the workloads, the same applies to the evaluation
methods, their duration and the coefficient allocated to each teaching unit. In terms of
operationalization, this document is moderately supplied. Each UV is divided into Teaching Units
with a well-defined hourly quantum. The timing of semi-annual or annual education is also
specified.
2017-2018 program (LMD system)
The final category of documents that make up our corpus is the 2017-2018 academic year program
syllabus. These documents constitute the latest version of the modes of presentation of educational
programs at UCAD following the LMD reform, implemented within the framework of the University
Pedagogy Project.
In this program, the study themes are, at the level of each course (License and master) made up of
semester teaching units "credited" according to their importance; each teaching unit is subdivided
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Camara, E. H. H., & Sarr, L. H. (2020). An Analytical Look At The Programs Of The Department Of Geography Of The Creation Of The Cheikh Anta Diop
University To The Present Day. Advances in Social Sciences Research Journal, 7(8) 409-419.
into course components representing the lectures, practical work, tutorials and personal work of
the student who share the hourly quantum determined by the number of credits assigned to them.
The novelty in this program is that the themes are most often formulated in a problematic way and
connected to current concerns (example in hydrology, the EU on water governance, in climatology
the EU on climate change, in geomorphology, the EU on natural risks, in biogeography, the EU on
dynamic ecosystems and challenges etc); Similarly, it is indicated for each path, the expected exit
profiles in terms of intellectual and professional skills, and information on the modalities of
implementation of the UE (choice of methods and means and organization of teaching and learning
activities. 'Evaluation).
The operational dimension of the program is clearly highlighted in the writing of the syllabus of the
constituent elements of the UEs, through the definition of all the conditions for implementing
teaching content from the entry system to the exit system by the way. through the learning system.
Referring to the definition that Camara gives of an educational program: "A program is a set of
education and training activities planned over time" [3].we can consider that our entire corpus is
made up of educational programs.
Furthermore, we note that the programs of the "classical" period are laconic, because they are
limited to a list of central themes, objects of study. They thus give a glimpse of the predominance of
the transmissive method in teaching-learning activities at the higher level due to the predominance
of lectures. The same is true of the importance of the content approach, attesting to the orientation
of higher education towards the transmission of knowledge from the "master" to the disciples.
In all the documents, we can note a listing of all the questions which are treated within the
framework of teaching-learning activities, in other words, an enumeration of the themes registered
in the program in order to transmit to the students a certain number of knowledge. , know-how and
interpersonal skills / becoming.
These programs are intended for actors (teachers - learners), who are supposed to use them in their
teaching-learning activities.
We have analyzed them on the basis of four parameters considered to be the main characteristics
of any operational educational program, namely:
• Contents,
• Skills / profiles,
• Goals,
• The methods
It is the result of this comparative analysis of the programs constituting our corpus that we present
in this table 4:
Table 4: Completeness of UCAD geography programs
Specification
Programs Content methodology Goals Skills / profiles
Classic X
UV system X X
LMD system X X X X
X = indicated in the program
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As Table 4 shows, we note an increasing development in the quality of the programs. The
characteristics of these so-called programs bear the imprint of the evolution of the Senegalese
university at the rate of the various reforms undertaken in the Senegalese education system in
general and higher education in particular. It results in an improvement in the presentation of the
programs; thus, operationalization is gradually taken into account in the development of programs.
This state of affairs is particularly visible in the program of the LMD system carried by the project
to promote university pedagogy.
From reading these various documents, in the light of the elements that we have identified to
characterize the programs, we can retain that concerning the programs which constitute our
corpus, those which stick most to the definition of operational educational program are the LMD
system programs.
Determining the nature of contents
What is the nature of the content of the programs of the geography department from its creation to
the present day?
The contents of the programs constituting our corpus were submitted with regard to the two forms
of knowledge (predicative and operative) defined by Vergnaud (1996) that Pastré (2008) registered
in the two registers of conceptualization (epistemic and pragmatic) (table 2 ).
Thus, the content relating to the first form corresponds to knowledge (knowledge) to be acquired
and that of the second form to skills or even skills (know-how) to develop through the teaching- learning activity; they therefore fall under the epistemic register and the pragmatic register
respectively [3].
The analysis of the themes of the programs, with regard to these two registers reveals everywhere
a predominance of the epistemic register but with a notable drop in that of the LMD system (cf. table
5)
Table 5: share of different conceptualization registers in program themes (%)
Programs / period 1963-1964/classic 2007-2008/ UV
system
2017-2018/LMD
system
Epistemic register (%) 78 76 66
Pragmatic register (%) 22 24 34
Contents of the 1963-1964 program
In the content of this program, the two dimensions of knowledge are represented. The teaching of
geography aims at both the acquisition of knowledge and skills.
The teaching license which is intended to prepare for teaching duties incorporates both knowledge
and skills but skills other than teaching. On the one hand, the student explores the major specialties
of geography (physical, human and economic) are on the teaching agenda; it is also evaluated
through compositions of general, regional geography. On the other hand, the student as part of his
training also studies the elements of cartography and will have to draw up regional sketches; which
refers to the orientation towards the acquisition of skills during training. The student's ability to
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Camara, E. H. H., & Sarr, L. H. (2020). An Analytical Look At The Programs Of The Department Of Geography Of The Creation Of The Cheikh Anta Diop
University To The Present Day. Advances in Social Sciences Research Journal, 7(8) 409-419.
comment on topographic maps and geological sections and to interpret aerial photographs are also
targeted.
To the question, "is the acquisition of this skill for the purpose of understanding or practical use of
this knowledge?" », We are tempted to answer by the first term of the alternative, especially since
the context of the implementation of this program corresponds to the content approach and the
time when the university was still exclusively defined as the center of knowledge production;
moreover, practical and even professional skills were more the preserve of the institutes and other
national schools of the time. It should also be remembered that these training courses had only two
orientations: teaching through the teaching license course or the free license course which opens
the way to research.
This shows us that even if it is a question of skills which are taught within the framework of the
study of the elements of cartography or the commentary of topographic maps and geological
sections, they would belong more to the epistemic register, in that '' we aim to provide future
teachers with knowledge to transmit, future geographers researchers with knowledge to use in
their research. In other words, these lessons are not intended to train an education professional or
an engineer (of land space) or an operational agent (of landscape or planning) at the end of the
training.
Contents of the program in force with the UV system
This program also presents a certain exhaustiveness in the teaching of geography in the sense that
the two registers are represented.
During the first three years of his training, i.e. in 1st, 2nd year and undergraduate, the student is
invited to base his basic (general) knowledge in geography on human activities in relation to 'space.
This is the case with the study of the different aspects of life supported by geography in relation to
space that are: the physical, the human and the economic. This is more marked at the level of the
Value Units of the 1st year.
Skills are also taken into account through lessons such as geographic methodologies which are
based on the use of related science tools and methods (statistics and demography), research
techniques in geomorphology, climatology, hydrology and biogeography. tropical, in order to allow
the student to be able to take care of current issues related to geographic science.
Contents of the LMD system program
Like the previous programs, this program effectively privileges geographic knowledge but also
places more room than the others for skills (Table V), through lessons relating, among other things,
to information processing, information systems geography, spatial planning tools, water
governance, applied geomorphology, applied climatology, IT, research methodology in geography
In the context of the implementation of University Pedagogy, the first observation is the translation
of this program into course syllabus. The latter have the particularity of presenting in a clear and
precise manner the educational objectives which make it possible to know immediately what type
of register is involved in these lessons.
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For example, in the West Africa course syllabus, it is mentioned that the general objective for the
student is to understand the fundamentals of the regional geography of this space. It is clear that
what is sought here is the knowledge of this geographic space. This is the case with the course
syllabus: Rural geography, which aims to make the student acquire knowledge of the basic language
of geography.
While in the water treatment and analysis course syllabus, the skills are also targeted, because the
student expects him to be able to master water treatment, more specifically:
• identify water treatment and analysis techniques,
• make use of it in real situations.
The originality of this program is also due to the fact that this targeted knowledge and skills are part
of the skills-based approach and especially the orientation of university training towards
professionalization. The pragmatic dimension is thus clearly identified in this case as being a major
orientation of these lessons.
In short, we can remember that in all the programs we have exploited, the epistemic and pragmatic
dimensions are variously represented. At first knowledge is taught to the learners and gradually the
learners are able in terms of skills (cognitive or psychomotor know-how).
However, knowledge leading to expertise or even professionalization in geography is poorly taken
into account in programs prior to the LMD system. This may be, in part, justified by the long- standing role of the university as well as its exclusive role as a producer of knowledge.
The changing context, the evolution of geographic science has favored the emergence of new
directions for higher education, particularly at university. The advent, for example, of geomatics
through Geographic Information Systems places the geographer at the heart of territorial
governance, as the main player in the decision-making process, because its object and the tools it
employs to study them make him an expert. So during his training, this is taken into account in
lessons that go beyond theory and try to integrate practical and even professional skills.
CONCLUSION
The programs in force since the creation of the Cheikh Anta DIOP University were first marked by
the seal of the approach by very evident content especially in the programs of 1963-1964
characterized exclusively by an enumeration of subjects to be taught.
From the enumeration of the themes, we gradually moved to programs that integrate
methodological aspects in their formulation.
Today, the programs in force under the LMD system marked by the advent of the competency-based
approach meet exclusively the criteria of an operational educational program.
Regarding their content, the predominance of the epistemic register is essential at all levels. The
teaching of a certain know-how is certainly taken into account, but it is more a question of know- how in the service of the epistemic than of the pragmatic, in other words a know-how whose
purpose is to endow the student of skills allowing better understanding of the object of study. The
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Camara, E. H. H., & Sarr, L. H. (2020). An Analytical Look At The Programs Of The Department Of Geography Of The Creation Of The Cheikh Anta Diop
University To The Present Day. Advances in Social Sciences Research Journal, 7(8) 409-419.
small share given to the pragmatic register is justified by the role long devolved to the university as
a place of production and dissemination of knowledge. However, the interest given to
professionalization in current programs could, without any doubt, give more and more importance
to taking into account the pragmatic register in the university field.
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