| Summary: | This article aims to question how the training of social workers could take into account the "emotional work" in order to accompany the future professionals to deconstruct “feeling rules” and to develop tools to better manage their own feelings.As emotions are rarely taken into account in relational work, this text presents a formative experiment developed within the framework of a licence professionnelle (Bachelor’s degree in social work), more particularly in a module dedicated on stakes in the contemporary school. The analysis of narratives of school experience produced by students tries to highlight the emotional dimension of the school experience and to question the relevance of the narrative bibliographic as the tool of training in the emotional work.
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