Abstract
ABSTRACT This study aims to exam the power of narratives in educational research. It discusses inaboutwith studies on school everyday life (Alves, 2008), following the examination of the modern production of knowledge in Western modernity, based on the ideas of Santos (2000, 2004, 2006) and Adichie (2019), acknowledging, at the same time, the importance of recognizing other rationalities and the place of narratives in this process. We assume the narratives (Ricoeur, 1994; Benjamin, 1994) of singularsocial experiences (Reis, 2022) as the theoretical-methodological-epistemological and political approach to the production of our research.
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