Alteritzar la singularitat: veus per una pedagogia de l'experiència

A part of the research conducted in recent years in education has been characterised by attempts at providing interpretations oriented at lending meaning to learning processes centred on the specific, singular experiences of agents that participate in education and on the possibility that the latter offer of becoming conscious, learned experiences. From this it can be seen that biography constitutes one of the best ways of formalising the process of narrating experiences. Yet, even if biography is seen as one of the narrative forms that does most for promoting the interpretation and exchange of experiences, facilitating reflection and, even, training, biography as a theoretical form still presents a number of difficulties. These can be used as questions for formulating a voice of the pedagogies of experience. Therefore, this article raises questions concerning this theoretical form and rethinks the feasibility of this method.