Through an analysis of methodological strategies rooted in narrative inquiry, the authors advocate for a research process that honours subjectivity, temporality, and voice, allowing for the articulation of plural realities and the recognition of educational practices as situated and relational; the narrative approach is presented not only as a technique but as a philosophical and ethical stance, capable of disrupting dominant logics of evidence and objectivity by foregrounding the meaning-making processes of those involved; drawing on experiential accounts, the authors demonstrate how stories become vehicles of understanding, generating insights into pedagogical contexts that transcend instrumental reasoning; they argue that narrative research fosters epistemic democratization, offering a space where marginalized voices can re-signify their experiences and contribute to the co-construction of more inclusive educational paradigms; ultimately, the paper reaffirms the potential of qualitative narratives to bridge theoretical frameworks and real-world complexities, thereby enriching both academic discourse and transformative praxis within educational settings.
