Made available in DSpace on 2016-04-27T16:32:22Z (GMT). No. of bitstreams: 1 Lorena Rodrigues de Oliveira.pdf: 651971 bytes, checksum: 7e24670a3ef09c0c10a8353d95d619a3 (MD5) Previous issue date: 2010-08-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The temporary teachers working in schools in state of Sao Paulo as a means of remedying the problem of shortages of professors, replacing any absences. There are about 17,000 teachers working as a eventual teacher, which can be considered on duty at school, without any guarantee and employment stability. The main objective of this research is to draw a profile of teachers in any Board of Education Caieiras, metropolitan region of São Paulo state and identify the vision they express about their work and their situation professional. It's knowing who they are, as perceive their work and their relationship with the organization school. For this, a search was conducted qualitative, whose instruments for collecting data, in 2009, were the questionnaires, semi-structured interviews with teachers and any document analysis. The research has as reference, mainly the work of Gimeno Sacristán (1999), Vorraber (1995) and Huberman (1995). Results presented in charts and tables suggest that interviewed teachers are mostly young teachers with little training time, are formed predominantly in private institutions. In relation to the vision that express about their work demonstrate that they feel devalued and exhibit a difficult relationship with other teachers in schools and working with students / Os professores eventuais atuam nas escolas da rede estadual de São Paulo como meio de sanar o problema das faltas dos professores titulares, substituindo eventuais ausências. São cerca de 17 mil professores trabalhando como professores eventuais, que podem ser considerados plantonistas da escola, sem qualquer garantia e estabilidade profissional. O objetivo principal desta pesquisa é traçar um perfil de professores eventuais na Diretoria de Ensino de Caieiras, região metropolitana do estado de São Paulo e identificar a visão que eles expressam acerca do seu trabalho e de sua situação profissional. Trata-se de conhecer quem são, como percebem o seu trabalho e sua relação com a organização escolar. Para tanto, foi realizada uma pesquisa qualitativa, cujos instrumentos para a coleta de dados, no ano de 2009, foram a aplicação de questionários, entrevistas semi-estruturadas com professores eventuais e análise documental. A pesquisa tem como referencial, principalmente, os trabalhos de Gimeno Sacristán (1999), Vorraber (1995) e Huberman (1995). Os resultados apresentados em quadros e tabelas sugerem que os professores entrevistados são, na maior parte, professores jovens e com pouco tempo de formação; são formados, predominantemente, em instituições privadas. Em relação à visão que expressam acerca de seu trabalho demonstram que se sentem desvalorizados e manifestam uma difícil relação com os demais professores das escolas em que atuam e com os alunos

Les politiques éducatives au Sénégal et en France ont intégré dans leurs systèmes éducatifs des enseignants non titulaires de français. Il se pose alors dans ces deux pays la problématique des compétences professionnelles de ces enseignants qui n'ont pas été initialement formés, contrairement aux titulaires. Notre recherche a consisté à regarder s'il leur était possible de développer des compétences professionnelles dans l'activité. Pour mener à bien notre recherche nous nous sommes fondés sur l'approche comparative comme méthodologie, en nous basant sur l'hypothèse que les enseignants non titulaires développeraient des compétences professionnelles effectives et incorporées dans l'activité, similaires à celles des enseignants titulaires. Cette approche comparative s'explique parce que notre idée a été de comparer les enseignants non titulaires aux titulaires qui bénéficient a priori d'une « légitimité professionnelle », et sont considérés comme compétents et professionnels, pour voir si leurs manières de faire et d'agir dans l'activité sont plus ou moins similaires, selon les critères du triplet de genèses. Au terme de l'analyse, nous avons pu valider l'hypothèse selon laquelle les enseignants non titulaires et titulaires développent effectivement des compétences professionnelles incorporées dans l'activité, similaires à celles des enseignants titulaires, même si en France la similarité est moins grande. Néanmoins, tout en notant l'importance de la formation initiale, nous avons préconisé la formation continue et la validation des acquis de l'expérience comme des moyens de professionnaliser les enseignants non titulaires de français. / The educational authorities in Senegal and France have integrated within their educational systems non qualified teachers of french. Therefore, it remains the problem of professional competence of those teachers who have not been trained before contrary to qualified teachers. Our research will consist on showing whether it is possible for them to develop professional competence within the job. To better conduct our research, we will use the comparative approach as methodology, basing on the idea that non-qualified teachers would develop effective professional competence within the practice as well as the qualified teachers. Thus, our task is to compare non-qualified teachers to qualified teachers who have been trained before practicing effectively. The latter have benefited from the "professional legitimacy" and are considered to be professional and competent. We aim also at seeing if their methodologies (ways of doing and acting) are similar, according to the idea of he genesis triplet. By the end of our work, we have adopted the idea according to which the non qualified and temporary teachers develop indeed professional competence within the practice similar to that of the qualified teachers, even though in France, the similarity is less important. Nonetheless, despite the initial training remains important, we have then recommended the continuous training (the follow up practice) and the validation of the experience achievements as means to make professional the non-qualified teachers.