Narrativa y educación con perspectiva decolonial

In this paper, we show narrative research in education from an position "other". That is, a perspective that work away from an interpretive, hegemonic epistemological perspective, which is influenced by a neoliberal managerialist view of education, situated in a utilitarian-asymmetric position between researcher / a-participant. This hierarchical position “subordinates” vulnerable people, especially from marginalized groups at school and socially. We go around  an epistemological and methodological journey in another sense. We think about narrative research in education in a decolonial key, as an ethical-political process, of relationship, dialogue and horizontal co-interpretation, in which we co-participate in a process of transformation and collective action. We understand that narrative and transformation, global and local, personal and collective, are articulated on the same stage. The decolonial turn presents a double challenge to narrative research, on the one hand it resignify knowledge, methodologies, the academic context and the meaning of narrative as a decolonizing process; and on the other, it place us in the field of life to co-construct, in the social and educational context, spaces of shared knowledge and joint action, with performative methodologies that provoke an alternative social and educational debate.