Narrative methods for the professionalization of educators

Abstract

Autobiographical and narrative approaches are proving their usefulness for study and intervention in contexts of intense social change and strong cultural diversity. The helping relationship refers to the very concept of educational care in a situation where the actors involved interact, so that different needs can be understood, and where the meanings to be given to experiences can be found. Even in the training of educators the choice to use narrative methods is dictated by the need to accede to the perspective of the subject, to grasp his mental categories, interpretations, perceptions and feelings, as well as the reasons for his actions, and to strengthen the operational identity of education professionals.