PROFESSORES NÃO HABILITADOS E OS PROGRAMAS ESPECIAIS DE FORMAÇÃO DE PROFESSORES: a tábua de salvação ou a descaracterização da profissão?

The present study aims to contribute to the discussions about the policies that refer to teacher formation and the different formation modalities that have been and are being implemented in the country since the 1990's. The Special Program of Teacher Formation has been used for this study and the data refer to a research developed in a mathematics course and which took place in the capital of one of the most-highly developed states in the country - the city of São Paulo. The classroom studied was composed of graduated Bachelor students in varied areas, such as architects, administrators, engineers and part of them had already been working as mathematics teachers and were preparing for their teacher certification, having a small workload and a reduced number of weekly meetings. The decision was made to investigate this area of teacher formation through the eyes of the student taking the course and, through this, an analysis of his perceptions and motivations for entering, as well as, seeking to verify how the course functioned and analyze its role relative to the possible decharacterization of the teaching profession