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This articles looks at the conditions in which a generation of young activists entered politics by studying their political professionalization as political collaborators within the last few years. It shows that this type of entry into politics depends not only on careers as activists but also on school curricula. For if becoming a collaborator allows young political activists to translate their activist experience into a professional activity, this route is often taken at times of academic failure, uncertainties as to the continuation of studies and doubts as to the value of educative resources.