000			01312cam a2200157 4500500
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041			_afre
042			_adc
100	1	0	_aLaheyne, Cédric _eauthor
245	0	0	_aThe process of constructing inequalities while learning emotional regulation in literary preparatory class
260			_c2021.
500			_a65
520			_aThis article focuses on how students in a literary preparatory class in a private school in the west of Paris learn to regulate their emotions. Preparatory class produces strict work environments, creating a specific relationship to time and schoolwork. Often unsettled on finding themselves in this institutional universe, the students learn to cope with a new and implicit dimension by working individually on their emotions and how they perceive them. We show how this work on emotions provides a means of adapting to the institutional constraints by fluctuating between engagement and distancing. This contribution seeks to highlight a particular use of emotion, whose rhythm and methods vary according to social and academic background.
786	0		_nRevue française de pédagogie | o 209 | 4 | 2021-04-22 | p. 43-58 | 0556-7807
856	4	1	_uhttps://shs.cairn.info/journal-revue-francaise-de-pedagogie-2020-4-page-43?lang=en&redirect-ssocas=7080
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