Orality in traditional African education and narrative approach to promote the educational inclusion of sub-Saharan adult immigrants

The educational inclusion of adult immigrants is a goal that requires the personalization of education and training paths, both in terms of supply and methodological approaches. In sub-Saharan Africa, school education is not always accessible to everyone, but a tradition of education and lifelong learning is maintained, which is achieved through social and collective life, during daily life or in formalized situations, such as rites of passage and ceremonies. The article presents a theoretical reflection on the use of orality in the lifelong education of sub-Saharan Africa, with the aim of proposing a narrative approach of the pedagogical paths of sub-Saharan adult immigrants, which take into account the context and the ways in which they built their knowledge and the representation of their own self.