For many years by now there is a scientific literature that analyzes the importance of the narrative in the construction and definition, permanently unfinished, of the existential biography. Twenty years after the publication of the book “Raccontarsi. L’autobiografia come cura di sè“ (1996)  by Duccio Demetrio, the narrative practice continues to appear as the most natural occasion through which to shape existence. Resorting to oral code and / or written, in introspective and / or social, key individual and / or community, with words, sayed, listened, represented, thought.
Each stage of life can be, in this sense, transformed by chance / ability to rebuild through storytelling, own existence. There is, in fact, a  thread that binds moments and different events to restore appearance and consistency even at seemingly broken lives. The narrative approach is particularly used in training experience and reveals its educational function with various stakeholders and in the multiplicity of contexts in which you are using: with children, with adolescents and young people, with adults and with seniors; at school as at workplace in educational and care services, as in places of political and cultural participation; in public spaces as in private ones. The required contributions will point out the importance of education of the narrative practice, placing at the center of the training intervention just the  stories, the biographies of all the actors who act in daily educational situations, in formal contexts and that, often intertwined with each other, give rise to unusual life stories, not only of people, but also of contexts: social, cultural, professional.