Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research is linked to the Research Line 1 - titled Training, Knowledge and Professional Development Program of Postgraduate, of the Federal University of Santa Maria (PPGE/UFSM), and focuses the life History of a teacher with 26 years in class in rural education. The general objective is "to investigate and analyze how is/was the professional and social identity of a teacher of rural education" of the municipality of Dilermando de Aguiar, RS. The methodology for this research is qualitative, using an approach biographical life History. The procedures were for the production of defined information starting from the reports autobiographical orals, written and photo analysis. In their methodological aspects, seek closer with the studies on life history and autobiography, memory and remembrance, social and professional Identity, literacy and rural education, from instruments of collections of information, appeared the following categories of analysis: rural education, literacy in rural education and social and professional identities. The autobiographies are an asset to education, in the measure in that enable greater visibility for the teacher. In this sense turns attention to the teacher's training course, and in his individuality as a story. The singularity of the life history is important, because makes it unique and special. The final considerations emphasize that identity is a dynamic process and, in this way, the teacher Tereza was building her identity within the family, social and professional in a rural community. These ones, in turn, are marked by the pedagogic autonomy, by creativity of the educational proposals, looking for a positive image of the profession and for an intensive professional responsibility, being constructed in his career. / Esta pesquisa está vinculada à Linha de Pesquisa 1- intitulada Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-Graduação da Universidade Federal de Santa Maria (PPGE/UFSM), e tem como foco a História de vida de uma professora rural com 26 anos no ensino rural. O objetivo geral que a norteia é investigar e analisar como se constitui/constituiu a identidade profissional e social de uma professora do ensino rural do município de Dilermando de Aguiar/RS. A metodologia utilizada para essa investigação é de cunho qualitativo, através de uma abordagem Biográfica História de vida. Os procedimentos metodológicos serviram para a produção de informações definidas a partir dos relatos autobiográficos orais, escritos e análise de fotografias. Nos aspectos metodológicos, busco aproximação com os estudos sobre história de vida e autobiografia, memória e lembrança, Identidade social e profissional, alfabetização e ensino rural, a partir dos instrumentos de coletas de informações, surgiram as seguintes categorias de análise: ensino rural, alfabetização no ensino rural e identidade social e profissional. As autobiografias representam um ganho para a educação, na medida em que possibilitam uma maior visibilidade para o professor. Neste sentido volta-se a atenção para o percurso formativo do professor, passa-se a vê-lo na sua individualidade como uma história. A singularidade que a história de vida aponta é aspecto importante, pois a torna única e particular. As considerações finais destacam que a identidade é um processo dinâmico e, neste percurso, a professora Tereza foi construindo sua identidade no âmbito familiar, social e profissional de uma comunidade rural. Estes por sua vez, são marcadas pela autonomia pedagógica, pela criatividade das propostas educativas, por uma imagem positiva da profissão e por uma intensa responsabilidade profissional, que vão sendo construídas no seu percurso profissional.

Notre recherche en thèse de doctorat vise à mettre en éclairage la situation de la professionnalisation des professeurs de français en Égypte autour de la formation continue de la compétence de l’oral. Nous avons pour objectif de comprendre leurs difficultés, leurs besoins voire leurs attentes lorsqu’il s’agit de suivre un stage de formation continue à la compétence orale. Nous tentons également de mettre en évidence les difficultés auxquelles ils font face lors de la mise en œuvre des compétences communicatives avec leurs élèves en classe au sein des lycées publics. Nous avons pour but de les professionnaliser aux compétences communicationnelles en vue de transmettre, par la suite, les acquis des programmes de formation continue à leurs élèves en classe. On ne forme pas pour former mais pour les aider à transférer les connaissances, les savoirs et les expériences de la formation en classe de FLE. Cette recherche est construite sur des bases originales et empiriques. Elle part de l'analyse des difficultés, des besoins et des attentes reconnus des enseignants égyptiens de FLE et tend à modéliser une démarche scientifique de remédiation. L’idée de cette recherche est d’aider les professeurs égyptiens de FLE à développer leurs compétences communicationnelles de manière professionnelle en fonction des nouveaux critères du Cadre Européen Commun de Références pour les Langues, de la didactique de FLE, des nouvelles théories de la formation continue et de la professionnalisation de la profession enseignante. L’objectif est de stimuler la pratique linguistique réelle des compétences communicatives par un maximum de situations d’échanges et création verbale chez les enseignants égyptiens du FLE. Il faut "remplir" la parole souvent incertaine de professionnels du français, le plus souvent amplement informés des réalités de la langue et de certaines théories, mais qui, privés de pratique et soumis aux conditions générales d'enseignement (nombres, non-motivation, manuel, examen), voient leur rôle réduit à celui de répétiteurs. Cette remise à niveau ne prétend pas palier la formation initiale universitaire inadaptée. Elle vise à mettre les professeurs en confiance, de les rendre autonomes et capables de s’exprimer aisément et porteurs d’une image renforcée de leur discipline et de les mettre ainsi en meilleure posture dans les scénarios souhaitables de réforme de l'enseignement pré-universitaire égyptien, surtout s’ils apportaient un abaissement de l’âge de début d’apprentissage de la deuxième langue, un allongement et une diversification des programmes d’enseignement. / Our philosophy Doctorate "PhD" research aims at highlighting the conditions of the French language teachers in Egypt in terms of the continuing training for oral competency. We aim to understand their difficulties, their needs or even their expectations when it comes to undertaking a training course in oral efficiency. We also try to high light the difficulties teachers face in exercising communication skills with their students in class in public high schools. Our goal is to professionalize their communication skills in order to pass on the results of continuing education programs to their students in classrooms. We do not train just for training but rather to help teachers transfer and pass on their knowledge, cognisance and experiences of French Language Education "FLE" classroom training. This research is built on original and fundamental bases. It starts with the analysis of the difficulties, needs and expectations recognized by Egyptian teachers of FLE then it goes on to set a scientific approach for remedy. The idea of this research is to help the Egyptian teachers of FLE to develop their communication skills professionally according to the new criteria of the Common European Framework of References for Languages, the didactics of FLE, training and teaching profession new theories. The aim is to stimulate the actual linguistic practice of communicative skills through exchange of situations and verbal creation among Egyptian FLE teachers. It is necessary to "realize" the often uncertain promise of French language teachers, most often fully informed of the realities of the language and certain theories, but who, deprived of practice and subject to the general conditions of teaching (student numbers, no motivation, material content, examination), see their role reduced to that of just repeaters. this reform doe snot claim to compensate for the inadequate basic and initial academic training. It aims to build up teachers' confidence, to achieve their autonomy, become able to express themselves easily and perform their mission efficiently giving reinforced image of their study discipline. As such, it places them in a better position to achieve the desirable scenarios of Egyptian pre-university education reform. The age for second language learning should start earlier thus giving the opportunity for extention and diversification of the teaching programs.