L’implémentation des nouveaux programmes par compétences en EPS au Bénin : une analyse des contenus enseignés

The broad curricula reform in which most of countries have been involved over two decades has enable many of them to reorient their educational and training system to the so-called “competence based curriculum”. The Republic of Benin, like some other countries in sub-Saharan Africa does not remain on the side-lines of this “curriculum revolution”. The reform was engaged in all disciplines including Physical Education which adopted new programs based on the competence approach. However, the reform has raised many controversies (i.e. socio-political, educational, epistemological and didactical). This study analyses the teaching of a basket-ball unit at a middle school level. It examine against the background of the joint action theory in didactics (Sensevy, 2007) how a teacher implements the PE new programs during three lessons. The teacher, who is involved as an academic advisor in the reform, used a very traditional approach that reflects his professional habits rooted an objectives approach of mastery learning, associated with a strong overhang posture. The taught objects, the classroom management used by this teacher are in compliance with those recommended by the official texts, but have for consequences to value the surface dimensions of the competence based approach at the expense of the complexity of knowledge content really learnt which the epistemological mastery by this academic advisor remains also critical