ITALIAN JOURNAL OF SOCIOLOGY OF EDUCATION

The contribution aims to discuss the pedagogical qualities necessary for the educational use of self-storytelling. In this way, it is necessary to start emphasizing the centrality - in the educational questions - of the relationship between world and self, not only on a conceptual level but also on a methodological way. This applies even more to narrative approaches and, in particular, to self-storytelling, whose quality is measured by the ability to act on the link between theory and practice, past-future, subject-context. If this quality were to fail, the narrative itself could easily end up in order to entrench dangerously alienating visions of the world. So, it is necessary to define the characteristics useful to make the narrative practice vector of an improvement in ones life, taking care, in particular, of the fragility of personal identity as well as collective one. The starting point is the recognition of the historical a-priori of contemporary pedagogy (as a primacy of “generative formativity”), related to which become more evident the risks of a techno-educational educational “drift” and the subjective qualities and skills to be promoted in a reflective and metacognitive key. From here a critical argumentative line is highlighted, aimed at promoting a use of self-narrative that safeguards its capacity to be able to make it an occasion for metacognitively careful and oriented reflexivity.