Emotions, Agency and School Experience: the Role of Bonds in the Processes of Educational Inclusion

For several years we have been exploring how the emotional dimension of school experience influences the processes of inclusion and exclusion in High School education. In this paper we analyze in-depth interviews with 16 young people from poor social sectors that have graduated from the "Reentry School". In these interviews we explore not only the ways they signify theirs emotional experience but also the sources of such emotionality. Respect, enthusiasm and calmness were the enunciative forms used to describe their experiences. Our hypothesis is that the type of bond built with teachers in this particular school format generates a positive emotionality, allowing the arising of new meanings about their personal school career and an enhanced sense of agency, as well as different ways of facing the school, thus being able them to deploy different types of personal strategies for labor, educational and family integration.