FAIRY TALE AS A SOURCE OF PRIMARY EDUCATION IN CAMEROON

BILO'O NNA Suzanne FannyEpseKOUMA

The scholars have always been interested in the problems of the educational system. The most scientists who consider the educational system in the context of traditional learning have adhered to a sociocognitive approach, arguing that education is a social construct built on the basis of cognitivism. In this regard, an important pedagogical strategy aimed at understanding the educational paradigm of the Republic of Cameroon in a socio-cognitive and socio-cultural context is the study of fairy tales, which at the stage of primary education is the vital and spiritual and moral guideline that helps prepare children for life in Cameroonian society. The article examines the educational potential of Cameroon folk tales and the features of their use in lessons in the process of obtaining primary education.

Keywords:primary education, traditional education, sociocognitive approach, fairy tale, Cameroon