Résumé
Since September 2017 an initial training curriculum at master's level is set up for primary school teachers in Mayotte, a French department in the southern hemisphere. It is based on a specific training system, the cooperative works, which favors the improvement of professional skills and more specifically a competence of contextualization. In this paper we describe this training system with concepts from the anthropological theory of didactics such as the Herbartian schema and we expose research results about how it allows the questioning of the Mahoran heritage and society.