Nowadays, international organizations are advocating for respect and protection of knowledge and skills of indigenous people. According to these organizations, indigenous knowledge is now recognized as one of the key elements of sustainable development; therefore, it should be transmitted and preserved. In this paper, indigenous knowledge is defined as a cumulative and complex knowledge whose competences, practices and representations are made possible through regular contact with the natural environment. It is mainly oriented to handcraft, a type of work whose devices are completely made by hand using simple tools and traditional means. This paper is about indigenous learning. It focuses on the knowledge of the hunde people who live in the East of the Democratic Republic of Congo, in Central Africa. The social economic problems that the Bahunde face since the colonial era show that the Bahunde have been marginalized by people who envied their fertile land up to now. These created situations which could not give the Bahunde opportunity to develop. Being subjected to premedited wars, the Bahunde could not easily promote their traditional knowledge. The paper provides examples of indigenous knowledge described in a table in accordance with the topic guideline. Despite the ineffectiveness of the tools used in indigenous knowledge of the hunde people, the paper shows that the Bahunde have knowledge in science, healthcare and art. Their educational pedagogy is also analysed in this paper. The paper presents the current situation of the hunde indigenous knowledge and the effort done to overcome this problem. Finally, the paper suggests some recommendations.
Keywords: hunde indigenous knowledge, practices competences, colonial era, marginalized, natural environment.
dr. Mbikyo Mulinga Damien Makerere