@article{fdi:010054401,
  title = {{L}es savoirs locaux face aux {\'e}coles burkinab{\`e} : n{\'e}gation, instrumentalisation, renforcement},
  author = {{L}ewandowski, {S}ophie},
  abstract = {{L}_{\'e}ducation familiale et coutumi{\`e}re tend {\`a} {\^e}tre supplant{\'e}e en {A}frique subsaharienne depuis les ann{\'e}es 1990 par la scolarisation. {C}ette derni{\`e}re s_est d{\'e}velopp{\'e}e sous l_influence de bailleurs de fonds et d_{O}ng jusque dans les zones isol{\'e}es comme la province gourmantch{\'e} de la {G}nagna au {B}urkina {F}aso. {L}_article pose la question du devenir des savoirs locaux dans ce contexte. {B}ien que les programmes scolaires pr{\^o}nent leur valorisation, les enseignants utilisent surtout {\`a} leur {\'e}gard des proc{\'e}d{\'e}s d_ignorance, de refus, d_instrumentalisation ou d_identification. {C}es quatre proc{\'e}d{\'e}s varient selon le mode d_int{\'e}gration au village des dispositifs scolaires ({\'e}coles publiques, {\'e}coles bilingues d_{O}ng, centres d_alphab{\'e}tisation). {E}n outre, les savoirs locaux d{\'e}battus en classe sont davantage des savoirs pratiques (connaissances techniques, savoirs comportementaux, informations localis{\'e}es) que des cat{\'e}gories cognitives (comme la causalit{\'e} magique). {L}es enseignants n_abordent pas ces cat{\'e}gories tant{\^o}t parce qu_ils les ignorent ou les d{\'e}nigrent, tant{\^o}t parce qu_ils manquent de recul. {O}n pourrait penser que les savoirs locaux, extraits de leurs cat{\'e}gories cognitives originelles, sont condamn{\'e}s {\`a} se figer et {\`a} dispara{\^i}tre. {E}n r{\'e}alit{\'e}, l_absence de d{\'e}bats scolaires explicites sur ces cat{\'e}gories cognitives locales leur permet paradoxalement d_{\^e}tre conserv{\'e}es et mobilis{\'e}es ensuite.
{C}ustomary and family education are, since the 1990s, being replaced with schooling in {A}frica south of the {S}ahara. {O}wing to the influence of sponsors and {NGO}s, schooling is reaching out into isolated areas, such as the {G}urma province of {G}nagna in {B}urkina {F}aso. {W}hat prospects does "local knowledge" have in this context ? {A}lthough curricula set store on this sort of knowledge, teachers tend to adopt methods involving denial, refusal, exploitation or identification. {T}hese four processes vary depending on how schooling fits into the village setting (public schools, {NGO} bilingual schools, literacy centres). {T}he local knowledge discussed in the classroom tends to be practical (technical, behavioural, local) know-how rather than cognitive categories (such as the causality of magic). {T}eachers do not deal with the latter because they know nothing about them, disparage them or lack distance. {L}ocal knowledge, when extracted from its original cognitive categories, is, we assume, condemned to petrification and extinction. {P}aradoxically, the absence of debates in schools about local cognitive categories allows the latter to survive and be used.},
  keywords = {educational anthropology ; local knowledge ; school knowledge ; schooling ; elimination of illiteracy ; international politics of education ; {BURKINA} {FASO}},
  journal = {{L}'{H}omme},
  numero = {201},
  pages = {85--106},
  ISSN = {0439-4216},
  year = {2012},
  URL = {http://www.documentation.ird.fr/hor/fdi:010054401},
}