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Depuis ses origines remontant au temps colonial, l’ecole congolaise est marquee par l’absence d’une relation dialectique «Ecole-Societe » pouvant aboutir a un systeme harmonieux. Cette carence entraine la deculturation et le dualisme culturel au sein des structures educatives. L’ecole maquisarde instituee par Mulele dans le Kwilu, presente un projet d’education compatible a la culture africaine. Dans cet article, nous donnons la voix aux maquisards (eleves et enseignants) qui racontent de leur vecu durant les annees de la rebellion ; experiences qui seront qualifies par les auteurs contre leur contexte historique et leurs merites educatifs. Notre question centrale consiste a savoir les effets de la dite insurrection sur l’education des filles. Qu’est-ce que la revolution leur a apporte de nouveau ? Comment s’organisaient les enseignements dans le maquis ? A quoi le rejet de la culture occidentale a-t-elle abouti ? Pour repondre a ces questions, nous nous servons des experiences scolaires de 20 eleves et 12 enseignants qui soulignent les enjeux majeurs de l’education maquisarde. Nous nous limitons a la province du Kwilu, siege de la rebellion muleliste. En plus des entretiens, nos sources proviennent des archives des Sœurs Annonciades d’Heverlee et du carnet de notes tenu par un chef d’equipe des maquisards rencontre a Kikwit.Since its inception in the colonial period, the Congolese school has been characterised by the absence of a “School-Society” dialectical relationship, which could potentially lead to a harmonious system. This deficiency leads to deculturation and cultural dualism within educational structures. The “resistance” school set up by Mulele in the Kwilu region offers an educational approach that is compatible with African culture. In this article, we let members of the maquis (students and teachers) talk about their experiences during the years of the rebellion; experiences that are qualified by the authors against their historical background and educational merits. Our key question concerns the effects of the insurrection on the education of girls. What new elements did the revolution bring them? How was teaching organised in the maquis? What did the rejection of Western culture lead to? To answer these questions, we look at the experiences of 20 pupils and 12 teachers which highlight the major issues facing education in the maquis. Here, we limit ourselves to the province of Kwilu, the heart of the rebellion led by Mulele. In addition to the interviews, our sources include the archives of the Annonciades Sisters of Heverlee and the notebook kept by a team leader of the maquisards met in Kikwit.

L’Éducation des filles congolaises au maquis de Mulele : Arme de libération ou force d’(auto)destruction?