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This article is part of the "Curriculum, Cross-curricular education". Its objective is to highlight the state of the basic education curriculum in Mali, especially in the urban commune of Ségou, after more than five years of practice in its generalization phase. In order to carry out this study, we have used the traditional methods in the social sciences, such as the quantitative and the qualitative methods. The quantitative method involved a sample of 180 people (50% of women and 50% of men). The qualitative method involved the interview with main actors in the education sector. These methodological investigations allow to identify obstacles that prevent the normal functioning of the curriculum in Mali. According to different actors, this is a curriculum that is not up to expectations. Thus, they oppose its generalization to the present state and advocate, for want of a better, a return to the traditional method based on syllabics. In this work, we focus on how the research was conducted and the explanation of some key concepts; review of the literature; questions relating to different conceptions and definitions of the curriculum in time and across horizons; the study environment; the presentation of the curriculum in Mali; results and discussions.

THE CURRICULUM IN FUNDAMENTAL EDUCATION IN MALI: CONDITIONS OF APPLICATION AND PERCEPTION OF ACTORS IN THE URBAN COMMUNITY OF SEGOU