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[...] In this position, my responsibilities include designing and implementing teaching sequences adapted to national programs, while taking into account local specifics. In Guyana, classes are generally characterized by a great heterogeneity, which requires a differentiated pedagogical method. For these reasons, my role consists of integrating local cultural and historical dimensions into my teachings, to reinforce the identity and belonging of students to their territory. Thus, I rely on various supports, namely digital resources and traditional pedagogical tools, to diversify my methods and maintain student engagement. [...]
[...] As a teacher, this experience has allowed me to understand that education should be based on the reality of the students to give them solutions for understanding and action in the world around them. As a result, I was able to give them the desire to discover the history of French Guiana and understand how it has influenced the world today. Thus, this sequence has improved my commitment to pursue an educational method based on contextualization, as well as inclusion and innovation. [...]
[...] In addition, interest in political and historical subjects and themes has been reinforced, as shown by the numerous questions asked by the students and their passion during debates and role-playing games. In terms of evaluating the acquired skills, which is done through observation grids and written and oral productions, significant improvements have been revealed, even among students who encountered difficulties. The latter have particularly benefited from a special method and various supports. The final project, which brought together several skills such as creativity and collaboration, was an essential moment to reinforce the students' self-confidence and their sense of belonging to the school community. [...]
[...] In the future, I would like to develop several transversal projects with other teachers to expand the possibilities offered to students and to strengthen the links between school and its environment. This work not only shows the importance of transmitting knowledge, but also of forming students who are able to think, act, communicate and intervene in society with confidence and responsibility. [...]
[...] ANALYSIS To address this problem, I designed a pedagogical sequence called 'Understanding the Contemporary History of French Guiana: Political Figures and Institutional Evolutions'. The sequence took place over six weeks, with two weekly sessions, and was based on clear objectives, namely: to present to the students the political figures of French Guiana, to teach them the fundamental notions of citizenship, and to develop their critical thinking through participatory activities. From the first session, I presented the theme based on visual and participatory materials, namely educational videos and maps that illustrate the territorial evolutions of French Guiana. [...]
