Quante storie! Narrare il lavoro educativo

[Autom. eng. transl.] The educational work has always been compared with the construction of identity and the search for recognition. Speaking professional knowledge is not a simple matter for education professionals. What to tell? How, and especially why? Trying to answer these questions means reflecting on the role that storytelling plays in professional practice. Professional discourses are essential spaces for reflection. They are places of transmission of knowledge, but also places of knowledge construction, of comparison between experiences and knowledge. In professional discourses, concepts are specified, hypotheses are tested and arguments are put forward. The story introduces a principle of coherence and continuity in the representation of life, a principle that is at the origin of the feeling of self-appropriation in time and of recognition of subjective forms of identity, according to which an individual constructs the meaning of his experience . Certainly, the educational discourse does not favor a "strong" language, but undoubtedly, the specific look at facts and the way of problematizing, justifying and arguing constitutes a specific one. Recognizing the written or oral story as a professional activity is an action strictly connected to meaning and means authorizing education professionals to produce their own speeches.