Enseigner dans les marges : l’exemple des enseignants de dispositifs relais

International audience"This article focuses on the teachers that intervene in programs designed for out-of-school secondary pupils. Created in 1996, these programs are part of a "partial segregation" model aimed at tracking students faced with important social and academic difficulties into specific curricula. Whereas these programs segregate students taken out of the non-specialized classrooms, they also create a specific professional space where teachers are relatively free from the standard prescriptions that structure regular secondary education. Such programs give teachers access to new functions, new tasks, important levels of responsibility, and specific spaces relatively particular in the institution. As they practice outside the standard school program, these teachers seem neither marginalized nor particularly dominated within their professional universe. On the contrary, this research shows that they seize upon their situation as a possibility for adapting their professional activity with the perspectives and the dispositions built along their social path., This article focuses on the teachers that intervene in programs designed for outof- school secondary pupils. Created in 1996, these programs are part of a "partial segregation" model aimed at tracking students faced with important social and academic difficulties into specific curricula. Whereas these programs segregate students taken out of the non-specialized classrooms, they also create a specific professional space where teachers are relatively free from the standard prescriptions that structure regular secondary education. Such programs give teachers access to new functions, new tasks, important levels of responsibility, and specific spaces relatively particular in the institution. As they practice outside the standard school program, these teachers seem neither marginalized nor particularly dominated within their professional universe. On the contrary, this research shows that they seize upon their situation as a possibility for adapting their professional activity with the perspectives and the dispositions built along their social path."Cet article traite des enseignants en poste dans les dispositifs relais. Créés en 1996 dans le cadre d'un Plan de lutte contre la violence scolaire, ces dispositifs s'inscrivent dans le prolongement du modèle de « ségrégation partielle » qui regroupe les élèves en grande difficulté sociale et scolaire dans des voies spécialisées. Si ces dispositifs dérogatoires constituent un lieu de relégation pour des élèves sortis des classes généralistes du collège, ils sont aussi un espace professionnel spécifique relativement libre de prescriptions pour les enseignants qui y sont affectés. Ils donnent accès à de nouvelles fonctions et à de nouvelles tâches, à un niveau de responsabilité important, et à une place relativement singulière dans l'institution. Conduits à exercer en dehors du cursus scolaire modal, ces derniers ne semblent ni marginalisés ni particulièrement dominés au sein de leur univers professionnel. Au contraire, l'enquête montre qu'ils se saisissent plutôt de leur poste dans un dispositif relais comme d'une possibilité d'accorder leur activité professionnelle avec le rapport au métier et les dispositions construites au fil de leur parcours. C'est ce que s'attachent à montrer les pages qui suivent