The use of the autobiographical writing laboratory in Provincial Centers for Adult Education. A good practice.

Abstract

The article discusses the use of autobiographical writing as a pedagogical tool in adult education, particularly for adult migrants.

The project was carried out within the literacy courses of CPIA Bari 1. The project aims to promote self-awareness through autobiographical practice.

The methodology used involves autobiographical workshops, where individual and collective writings are developed. Within the project, particular relevance is given to the photographic medium, which activates emotional thinking and allows for the reworking of lived experiences or fragments of memory.

Sharing personal stories promoted interculturality and mutual understanding, transforming differences into points of connection and creating a welcoming and empathetic learning environment.

In conclusion, autobiographical writing has proven to be an effective means to promote self-awareness, participation, and interaction among diverse cultural narratives. This approach had a significant impact not only on the individuals involved but also on the broader community, promoting a more inclusive and welcoming view of diversity.

Keywords: autobiographical writing, adult education, interculturality, literacy