The new school curriculum introduces several modifications to History teaching. Among the main changes is the relocation of certain chapters on Madagascar's history from one grade level to another. Starting this school year, colonial history is no longer taught in third-year middle school or first-year high school. However, this period remains part of the curriculum. "Nevertheless, this topic is not completely removed from teaching. It is still taught in fourth-year middle school in the new program," assures Rija R., a History teacher at a public school in Antananarivo. The information was confirmed by a source at the Ministry of National Education, though they could not specify the reasons for this reorganization. We were also unable to reach the person responsible for this change. According to the annual distribution of the 2026-2027 curriculum, fourth-year students will now study several periods of Madagascar's history, including Malagasy kingdoms from the 15th to 19th centuries, the Kingdom of Madagascar from 1810 to 1896, the colonial period from 1895 to 1960, and the country's cultural and historical heritage. In third-year, the program focuses on Madagascar under different Republics, as well as the commemoration and celebration of collective memories. In first-year high school, the lesson on Madagascar's colonization has been replaced by a chapter on the History of Photography. "This new chapter focuses on the arrival of photography in Madagascar, linked to the civilizing mission of Christians. In my opinion, this chapter was introduced to study the arrival of this technology here and its impact on historical narrative," explains Rija R. For the teacher, the history of colonization and that of photography both retain their importance in student education. "They allow students to deepen their understanding of history and conduct their own research." When asked about the consequences of this change, teachers believe this new distribution should not affect students' expected knowledge. "What they learned in lower grades remains an asset for higher grades," explains a History teacher. A historian from the University of Antananarivo notes that the same chapter does not necessarily need to be repeated at multiple levels. He also emphasizes the value of integrating art and imagery into History teaching. "Sometimes we underestimate the importance of art, even though images preserve our culture: they are living archives," he stresses.