Pedagogical narratives as a tool that allows re meaning everyday experiences in vulnerable educational environments

Abstract

Pedagogical narratives are a strategy used as a pedagogical tool aimed at students and teachers building shared knowledge, so that the exercise of storytelling becomes a reflective act around which classes can be structured, endowing them with a broader sense of reality and encouraging the active participation of students, to the extent that these, by verbalizing and sharing it, understand it better and re-signify it. Then, as a central objective, the pedagogical narratives focused on the life projects of the students are approached, as a tool that allows them to resignify their daily experiences and their vulnerable environment, in order to contribute to the formation of reflective and critical beings, by implementing other teaching resources through which their interest in knowing, learning and being resilient can be awakened. The results show that it is possible to re-signify shared meanings through photographic stories, and that these become a means to promote personal protection factors in resilient children, since as evidenced by the narratives derived from the intervention in the pedagogical workshops, study subjects.