{"id":4190,"date":"2026-09-27T14:00:13","date_gmt":"2026-09-27T14:00:13","guid":{"rendered":"https:\/\/voxsahel.com\/?p=4190"},"modified":"2026-09-27T14:00:13","modified_gmt":"2026-09-27T14:00:13","slug":"programme-educatif-a-lecole-le-burkina-faso-tourne-la-page-du-recit-herite-de-la-colonisation","status":"publish","type":"post","link":"https:\/\/voxsahel.com\/?p=4190","title":{"rendered":"Programme \u00e9ducatif\u00a0:\u00a0 \u00c0 l\u2019\u00e9cole, le Burkina Faso tourne la page du r\u00e9cit h\u00e9rit\u00e9 de la colonisation"},"content":{"rendered":"

\u00ab\u00a0De \u00ab l\u2019explorateur \u00bb \u00e0 \u00ab l\u2019envahisseur \u00bb : la r\u00e9vision annonc\u00e9e des programmes d\u2019histoire, de g\u00e9ographie et d\u2019instruction civique d\u00e9passe la simple question du vocabulaire. Elle pose le d\u00e9bat plus large sur la mani\u00e8re dont le Burkina Faso veut d\u00e9sormais transmettre son pass\u00e9, construire son identit\u00e9 et former les g\u00e9n\u00e9rations futures.<\/strong><\/p>\n

\u00c0 l\u2019\u00e9cole aussi, le Burkina Faso entend reprendre la main sur son r\u00e9cit. \u00c0 la veille de la rentr\u00e9e scolaire 2026-2027, le gouvernement annonce une r\u00e9vision des curricula d\u2019histoire, de g\u00e9ographie et d\u2019instruction civique. L\u2019annonce a \u00e9t\u00e9 faite le 7 septembre 2026 par le ministre de l\u2019Enseignement secondaire et de la Formation professionnelle et technique, Moumouni Zoungrana, lors de la c\u00e9r\u00e9monie de mont\u00e9e des couleurs \u00e0 Ouagadougou. Le ministre a indiqu\u00e9 que cette r\u00e9vision devait notamment renforcer la place des valeurs consid\u00e9r\u00e9es comme importantes pour la soci\u00e9t\u00e9 burkinab\u00e8.<\/p>\n

Des mots qui ne sont jamais neutres<\/strong><\/p>\n

Le d\u00e9bat commence par les mots. Dans les futurs contenus p\u00e9dagogiques, les termes utilis\u00e9s pour d\u00e9signer les Europ\u00e9ens impliqu\u00e9s dans la p\u00e9n\u00e9tration et la conqu\u00eate de l\u2019Afrique doivent \u00eatre r\u00e9examin\u00e9s. Plusieurs sources rapportant les d\u00e9clarations du ministre \u00e9voquent notamment le remplacement de qualificatifs comme \u00ab explorateurs \u00bb ou \u00ab conqu\u00e9rants \u00bb par des termes tels qu\u2019\u00ab envahisseurs \u00bb ou \u00ab espions \u00bb.<\/p>\n

Derri\u00e8re ce changement lexical se trouve une question fondamentale : qui raconte l\u2019histoire, depuis quel point de vue et avec quels mots ?<\/p>\n

Un manuel scolaire ne transmet pas uniquement une succession de dates et d\u2019\u00e9v\u00e9nements. Il s\u00e9lectionne des personnages, hi\u00e9rarchise les faits et construit des repr\u00e9sentations. Or, les programmes actuellement accessibles dans l\u2019espace \u00e9ducatif burkinab\u00e8 comportent d\u00e9j\u00e0 des chapitres consacr\u00e9s \u00e0 la p\u00e9n\u00e9tration coloniale, aux conqu\u00eates et aux r\u00e9sistances, ainsi qu\u2019aux grandes figures africaines et burkinab\u00e8.<\/p>\n

La r\u00e9forme annonc\u00e9e ne part donc pas n\u00e9cessairement d’un vide historique. Elle semble plut\u00f4t vouloir modifier le centre de gravit\u00e9 du r\u00e9cit, en accordant davantage de place aux exp\u00e9riences africaines, aux r\u00e9sistances locales et aux r\u00e9f\u00e9rences nationales.<\/p>\n

De l\u2019histoire coloniale \u00e0 l\u2019histoire racont\u00e9e depuis le Burkina Faso<\/strong><\/p>\n

L\u2019enjeu d\u00e9passe ainsi la terminologie. Il s\u2019agit de repositionner l\u2019\u00e9l\u00e8ve burkinab\u00e8 dans le r\u00e9cit historique. Pendant longtemps, une partie de l\u2019enseignement de l\u2019histoire africaine a \u00e9t\u00e9 structur\u00e9e autour du regard port\u00e9 par les puissances europ\u00e9ennes : exploration, d\u00e9couverte, conqu\u00eate, administration coloniale. La nouvelle orientation entend davantage partir des soci\u00e9t\u00e9s africaines elles-m\u00eames, de leurs institutions, de leurs r\u00e9sistances et de leurs transformations.<\/p>\n

Cette volont\u00e9 de r\u00e9\u00e9quilibrage rejoint d\u2019ailleurs une orientation plus large du syst\u00e8me \u00e9ducatif burkinab\u00e8. Les autorit\u00e9s ont engag\u00e9 des r\u00e9formes visant \u00e0 renforcer les savoirs endog\u00e8nes, les r\u00e9f\u00e9rences culturelles nationales et l\u2019\u00e9ducation civique et patriotique. Le gouvernement pr\u00e9sente ces \u00e9volutions comme une mani\u00e8re de rapprocher l\u2019\u00e9cole des r\u00e9alit\u00e9s socioculturelles du pays et de former des citoyens davantage conscients de leur identit\u00e9.<\/p>\n

La r\u00e9forme des programmes d\u2019histoire appara\u00eet donc comme une pi\u00e8ce suppl\u00e9mentaire d\u2019un chantier \u00e9ducatif plus vaste : faire de l\u2019\u00e9cole un instrument de transmission des r\u00e9f\u00e9rences nationales et de construction d\u2019une citoyennet\u00e9 burkinab\u00e8.<\/p>\n

Le v\u00e9ritable d\u00e9fi : d\u00e9coloniser sans r\u00e9\u00e9crire<\/strong><\/p>\n

C\u2019est ici que se situe le principal enjeu intellectuel de la r\u00e9forme. Reconsid\u00e9rer le vocabulaire h\u00e9rit\u00e9 de la p\u00e9riode coloniale peut permettre de questionner certaines repr\u00e9sentations et de replacer les Africains au c\u0153ur de leur propre histoire. Mais modifier le regard ne doit pas conduire \u00e0 modifier les faits.<\/p>\n

L\u2019histoire scolaire doit pouvoir distinguer trois dimensions : les faits \u00e9tablis, leur interpr\u00e9tation et les repr\u00e9sentations produites par les soci\u00e9t\u00e9s qui les racontent.<\/p>\n

Ainsi, remplacer un terme par un autre ne suffit pas \u00e0 construire un enseignement historiquement plus solide. La v\u00e9ritable rupture consisterait \u00e0 multiplier les sources, \u00e0 contextualiser les \u00e9v\u00e9nements, \u00e0 pr\u00e9senter les diff\u00e9rents acteurs et \u00e0 expliquer les rapports de force qui ont conduit aux transformations politiques et territoriales de l\u2019Afrique.<\/p>\n

Le risque, dans toute politique de r\u00e9\u00e9criture historique, serait de substituer \u00e0 un r\u00e9cit centr\u00e9 sur l’Europe un r\u00e9cit exclusivement centr\u00e9 sur le national. La d\u00e9colonisation des savoirs ne devrait donc pas signifier la fermeture du r\u00e9cit historique, mais plut\u00f4t son \u00e9largissement.<\/p>\n

Une nouvelle bataille : celle de la m\u00e9moire<\/strong><\/p>\n

Au Burkina Faso, cette r\u00e9forme intervient dans un contexte o\u00f9 l’\u00e9ducation civique et patriotique occupe d\u00e9j\u00e0 une place croissante. En 2026, des milliers d\u2019\u00e9l\u00e8ves ont particip\u00e9 \u00e0 des programmes d\u2019encadrement consacr\u00e9s au civisme, au patriotisme et aux valeurs nationales.<\/p>\n

Le rapprochement entre histoire, instruction civique et patriotisme donne ainsi \u00e0 la r\u00e9forme une dimension particuli\u00e8re. Le manuel scolaire devient non seulement un outil p\u00e9dagogique, mais aussi un support de construction de la m\u00e9moire collective.<\/p>\n

La question centrale devient alors celle-ci : quelle m\u00e9moire nationale veut-on transmettre aux enfants du Burkina Faso ? Une m\u00e9moire qui restitue la violence de la conqu\u00eate coloniale, les r\u00e9sistances africaines et les trajectoires propres aux soci\u00e9t\u00e9s locales peut contribuer \u00e0 corriger des d\u00e9s\u00e9quilibres anciens. Mais une m\u00e9moire scolaire solide doit \u00e9galement apprendre aux \u00e9l\u00e8ves \u00e0 analyser, \u00e0 confronter les sources et \u00e0 comprendre la complexit\u00e9 des p\u00e9riodes historiques.<\/p>\n

La souverainet\u00e9 passe aussi par les salles de classe<\/strong><\/p>\n

Le changement annonc\u00e9 r\u00e9v\u00e8le finalement une conception plus large de la souverainet\u00e9. Celle-ci ne se limite plus au contr\u00f4le des ressources, des territoires ou des institutions. Elle concerne \u00e9galement les savoirs, les r\u00e9f\u00e9rences culturelles et la capacit\u00e9 d’une soci\u00e9t\u00e9 \u00e0 d\u00e9finir elle-m\u00eame les cadres dans lesquels elle raconte son pass\u00e9.<\/p>\n

Le Burkina Faso semble vouloir engager cette bataille jusque dans les salles de classe. Le chantier sera toutefois jug\u00e9 moins sur les mots remplac\u00e9s que sur la qualit\u00e9 des nouveaux contenus. Le minist\u00e8re pr\u00e9voit d’ailleurs de mettre \u00e0 la disposition des enseignants un livret d\u00e8s la rentr\u00e9e, avant la production de nouveaux manuels.<\/p>\n

L’enjeu sera donc de construire un r\u00e9cit \u00e0 la fois plus africain dans ses r\u00e9f\u00e9rences, plus burkinab\u00e8 dans ses ancrages, mais suffisamment rigoureux pour distinguer m\u00e9moire, identit\u00e9 et connaissance historique.<\/p>\n

Car enseigner l’histoire ne consiste pas seulement \u00e0 choisir les mots avec lesquels une g\u00e9n\u00e9ration regardera le pass\u00e9. C’est aussi lui donner les outils pour comprendre pourquoi ce pass\u00e9 est encore, aujourd’hui, au c\u0153ur des d\u00e9bats sur l’identit\u00e9, la souverainet\u00e9 et l’avenir du pays.<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

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