Since 2007, several complete works of French-language literature have been part of the French-language module in Morocco's state secondary schools. This innovation was actually introduced at a time when Morocco embarked on various school education reforms from 2002 onwards. If we look at the current works in the literary corpus of the French module, we see two Moroccan novels in French, namely La Boîte à merveilles by Ahmed Sefrioui and Il était une fois un vieux couple heureux by Khaïr-Eddine. This raises the question of the legitimacy of these novels in school curricula. Similarly, we might also wonder to what extent national French-language literature serves to support the official discourse of the Ministry of Education, as Pellegrini (2019) suggests. 

By comparing the study of the official texts with the study of the major literary representations of these two works, this study aims to understand the place and legitimacy accorded to these novels in the school curriculum of secondary school pupils. Thus, a comparative examination of the Strategic Vision of the 2015-2020 reform and the General Pedagogical Recommendations for the French Language Module (2007), on the one hand, and the major representations conveyed by the two Moroccan French-language novels in the curriculum, on the other, will enable us to understand what is at stake in this literary selection. It would seem that Moroccan French-language literature is in the pay of a two-pronged policy of the national education system, and is paying the price to such an extent that one wonders whether it is not tragically taking place in a vacuum.