The knowledge that guides: the narrative paradigm for guidance-oriented teaching.

Abstract

The contribution offers a reflection on the use of practices and methods based on the narrative paradigm for guidance-oriented teaching. Narration, an essential practice in both humanities and scientific disciplines, acknowledges the identity aspect of individuals in the knowledge-building process, qualifying itself as a privileged mode for the development of metacognitive and metaemotive abilities. In identifying appropriate reference models capable of providing the tools to interpret reality, understand different phenomena, intervene with initiative and a spirit of cooperation, academic disciplines will provide a crucial and authentic contribution to shaping the citizen of tomorrow.