The innovation-research project "The school biography as a tool for learning, and critical reflection in initial teacher education for primary education. Bio-educate" aims to develop a dialogic and intersubjective conception of knowledge and learning from two essential principles:

• the school experience as a principal source of professional knowledge of future teachers

• learning from a collective and collaborative construction between students and teachers.

The project is being carried out by a group of six professors of the University of Almería and Málaga (Spain) and Northeast National Chaco (Argentina). This project encompasses several subjects from the grade of Primary Education and proposes to build the curriculum of the subjects of initial training from school narratives student.  The initial stories are interchanged between students and they develope a process of analysis based on categorization and systematization of topics. All this, collectively. Then we link this analysis with a dialogue with academic and scientific texts. Our purpose is to develop own, comprehensive and shared view of reality which takes place in the school and the curriculum itself.

Objectives in the project:

1. Getting the students to build a comprehensive view of school performance from organizational and curricular areas and allow it to face the teaching profession from a critical, collaborative and innovative perspective in his first year in Elementary Education degree.
2. Develop collaborative learning strategies that allow for a model of constructivist and critical education, where strategies are put into play democratic and committed from school biographies.
3. Begin dynamic collaboration between teachers of different groups and subjects to develop a more holistic, integrative and cooperative teaching, while the difference values as part of the social and educational reality but not exclude.
4. Establishing teaching strategies to erase the boundaries between groups/ classroom and  that allows an integrative dynamic setting. That is, organizational strategies with flexible grouping activities with different levels according to the tasks: large group (all enrolled students), medium group (classes), small group (learning groups) and individual work.

The contributions made by research that has been done in recent years (Huberman, 1993; Goodson, 2004 y Rivas, 2009),  indicate that the biographies of the students have a very significant behaviors and practices of teachers, as future professionals in education they build their vision of the school from the knowledge they have acquired from her years of schooling.

Following the contributions of Conle Carola (2003), we develop what this author calls "narrative curriculum" which means thinking the development of narrative subjects from school students. This means: A work of interpretation and deconstruction of these narratives in the light of the contributions of practical educational thought; promoting theoretical reflection about the meaning and operation of the school; and create spaces where students express experiences, feelings and emotions because it orients students to generate their own body awareness and find meaning as "subject" school.

In this regard and as Rivas stated (2013): to narrate the school as an experience situates us in a "double narrative game" and its analysis also proposes this duality: one part is the scenario in which our personal history occurs and on the other part is the place of cultural transmission and in which we articulate our history with culture. All mediated by the culture of the school. Our history in school, simultaneously, moves between the history of the school culture and our experience.

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