Young people’s experiences about their participation in narrative inquiry

Abstract

This paper is the result of research conducted with 12 young people from a professional and technological education institution about their experiences in school times. Here, I seek to address the reports of these students about their participation in the research conducted from October to November 2016. For the theoretical foundation, I consulted Larrosa’s (2003) and Skliar’s (2011) views to address the experience, the report, and the conversation, and Connelly and Clandinin’s (2008) for the Narrative Research methodology. The students' reports made evident that the research was a movement that made them think about themselves. By remembering events and dimensioning how their histories were being woven, they were allowed to self-evaluation. Besides, they could reflect and give new meaning to their past, learning more about themselves in the narrative process, and highlighting its formative dimension. In this way, I was able to consider their otherness, legitimating them as capable beings to reflect on their practices.