Raconter le travail scolaire. Effets cognitifs et sociaux de la tenue du carnet de bord de Travaux Personnels Encadrés

As part of the “Guided personal assignments”, each student has to write a logbook aiming to guide their research. Often seen as a minor tool, students can fill them artificially and rebuild them after their research. Teachers, as far as they are concerned, give more or less importance to this process according to their subjects. If these different uses of the logbook generate different kinds of cognitive socialization, they also lead teachers to appreciate the writing abilities of their students when it comes to talking about themselves or to taking an impartial and structured look at their own learning process. These writing abilities peculiar to the educational way of thinking, forged and transmitted during secondary school, lead up to some forms of school domination, including when it is based on “free” activities and loose instructions (Bernstein, 1975).