This article reports an experience shared with pupils of a primary school in Senegal as part of a research-action on educational strategies adapted to large groups. For that purpose, we implemented the intervention/insertion project based pedagogy system, an intercultural social transformation system initiated by Annie Couëdel at University of Paris 8 - Vincennes in the 1970s. This system can be situated in the wake of social pedagogies and particularly that of Paulo Freire’s social awareness pedagogy. At the heart of the system lies the project whose authors-actors are the pupils. The activities take place in a spatiotemporal architecture that combines groups-project and large groups. Implemented during six months around the conception and the realization of projects by the pupils and their teachers, this project spurred real change in the attitudes of the pupils, of the teachers and on their environment.