La scrittura autobiografica per la cura e l’accompagnamento delle professionalità educative e formative: uno sguardo qualitativo tra esperienza e ricerca

This study explores autobiographical writing as a formative and reflective practice within the education and training of professionals. Adopting a qualitative-phenomenological approach, it analyzes a corpus of autobiographical texts produced by adult learners during a three-year educational program. Through thematic analysis, four key dimensions emerge: care and identity, reflexivity and transformation, community and relationship, and writing as a formative practice. Autobiographical writing appears as a space of care, enabling educators to reconnect with their experiences, enhance self-awareness, and cultivate ethical responsibility. At the same time, it acts as a reflective tool, fostering professional learning, relational sensitivity, and a sense of belonging within a community of practice. The findings highlight the transformative potential of narrative practices, suggesting that writing one’s story can bridge personal experience and professional growth, becoming both a method of inquiry and a pedagogy of care.