The effective participation of the Baka of the great evergreen equatorial forest in the work of national construction and socio-economic emergence of the nation is of the utmost importance for the government which advocates national unity and social integration. To achieve this, several projects for the modernization and emancipation of the Baka Pygmies have been developed and implemented since 1970. Education is one of them. But, despite the many measures taken, sacrifices made and efforts made, academic success rates remain extremely low. A suspicion of inefficiency then weighs on the current cognitivist educational model characterized by the Competency-Based Approach Pedagogy (CBA). Thus, some actors and partners in education propose a return to the behaviorist model represented by Pedagogy By Objective-s (PPO). But this measure is not unanimously accepted. The discussion is lively and embarrassing. As a result, teaching/learning in the schools of the forest Pygmy camps faces a painful didactic dilemma. The objective of this study is to operate an adequate choice. Do to that, it seems essential to us to objectively examine the traditional education of the Pygmies to see to what extent it can be adapted to one or the other of the two disputed educational models, or to create an effective hybrid model.
