Le travail enseignant en lycée professionnel et ses paradoxes

The paradoxes in the work of teaching in French vocational education stem from the “symbolic closure” of these secondary schools. The latter, given the mass enrollment in general secondary schools, receive students marked by their failure in middle school. This has created a distance with the students' social and family environment and with firms, even though the latter are supposed to be the destination where these students are bound. The work of these teachers is strongly marked by “subjective ordeals” related to their subordinate position in the school system, to a concern for keeping peace in the schools and to doubts about integrating students in the world of work. Might the work of these teachers not lead paradoxically to reasserting the “weight of the educational form” by including therein actions that are supposed to help students “mature” and develop an “appropriate school identity”? In this case, the purpose of this work is the academic socialization and rehabilitation of young people as much as their vocational training as such.