Narrazione e temporalità. La prospettiva riflessiva nell’orientamento formativo

The changes imposed by the post-modern society have required a revision of the traditional theoretical models and interventions in terms of guidance in view of their adaptation to a constructivist paradigm that is based on a holistic view of the indi- vidual in a lifelong perspective. The present article aims to highlight some relevant elements of the pedagogical discourse on guidance: the need to put the individual at the center of the process through a work on the identity and the subjective interpre- tation of self and the world; reflexive education as a long-term functional device and process aimed at acquiring a critical-problematic relationship with experience; the narrative of self as an indispensable tool for working on subjectivity and for activat- ing the reflective posture necessary for forms of transformative learning; finally, the usefulness of using time as an analytical category of the narrative exercise in order to trace in a longitudinal sense the aspects that qualify existence and to consciously expand the temporal perspective towards the future.