Autobiographical Narratives, a Pedagogical Strategy for the Transformation of the Being from Writing

Abstract

This article is derived from a research project directed towards analyzing the role of the ´Autobiographical analysis´ for motivating writing practices and at the same time self-knowledge on students from the ´Caminar en Secundaria´ (Walking in High School) model. A qualitative model and a micro-ethnographic model were used, based on observation and interpretation of the student´s narratives to strengthen the writing aspects and the self-knowledge. As a result, it was identified that participating students display advancement in their writing process when contrasted with the diagnosis and final tests and also a transformation in their beings by achieving writing and reading their stories. It was concluded that the reflective texts based on the life experiences of the students are a strategy for strengthening their writing abilities in this kind of extra-age population segment, given that based on their needs and interests they can become producers instead f reproducer of texts, given also that writing is based on real experiences that lead to reflection and enhances their being and their knowledge from writing.