La scolarité des enfants autochtones à Loundoungou en République du Congo : entre marginalisation systémique et résilience éducative

This article examines the challenges of schooling for indigenous children in Loundoungou, Republic of Congo, where they experience systemic marginalisation from Bantu children. Through a qualitative analysis based on interviews with teachers and field observations, we examine the structural, socio-cultural and pedagogical obstacles facing these children. The results reveal a complex dynamic of exclusion, influenced by historical, economic and identity-related factors. Despite these difficulties, some indigenous children manage to succeed at school, demonstrating educational resilience. Recommendations are put forward for inclusive and equitable education.