Towards a dialogic view of learning and narratives

An eco-systemic approach to learning is presented here, to argue in favor of a dia-logic and trans-individual position when doing auto/biographical research. The paper claims a distance from the hegemonic reductionist and empiricist view of learning as an individual cognitive activity, to read it as a social phenomenon. A narrowing view compels research to underscore the entanglement - within narratives and narration- of material aspects, actions, perceptions, emotions, images, and the wider context. These, altogether, shape biographies, as well as the process of researching lives. Adult education and biographical research could gain new insights and bring about new practices from a wider, stratified and more complex notion of learning and knowledge.