The idea for this essay on pedagogical animation in school education did not originate today. In fact, it has been in the back of our minds for the last ten years or so, and has gradually emerged in our investigations into measurement, evaluation and quality in education and training. The structuring aim of this work is to analyze the impact of the pedagogical animation of the class-group on the educational act in terms of teaching-learning practices in the qualifying secondary education cycle. To do so, we mobilized an action-research approach, both descriptive and comprehensive, to study the case of a secondary school in Morocco, using qualitative and quantitative measurement tools addressed to teachers (Questionnaire) and students (Interviews). The results of this work demonstrate that the implementation of democratic pedagogical animation and the exploitation of group work can effectively improve multiple dimensions of the teaching-learning act, such as communication skills, motivation, the quality of the pedagogical link and learning.
