From a socio-construccionist perspective I take into account the influence of language to configure the meaning of reality (GUBA & LINCOLN, 1994) and I pay attention to how a dominant narrative in education determines the kind of experiences children can live in the school. The focus of my research is the role of the documentation of our personal relation with the savoir as a learning experience. Let me explain these two concepts: I consider the approach of Charlot (1992:80) who opens the notion of learning considering the relation with savoir as a relation between a subject and the world, the self and others. I can also understand the Diotima perspective (2004:192) when they talk about the complexity of the educational experience, including something unexplainable and rarely communicable. In that point, my general interest to explore the relation with the savoir finds a more specific focus: the unknown as part of the educational experience; something that the dominant narrative in education keeps invisible or recognizes as a mistake. The unknown, the strange can contribute to the creation of our subjectivity that includes change and contradiction (WOODWARD, 1997:39). Therefore, I want to explore a kind of documentation that could bring evidences in that sense, changing the lens to look at the educational experience. Referring to the notion of documentation, remembering experiences of documentation in the school, I can see these practices directed always by the teachers, focused on the results and forgetting the participation of each person in a reflective way. Nowadays, there is a tendency of documenting school experiences with an illustrative finality; thus school albums work as an accumulation of exercises instead of being considered as an opportunity to reflect on the way we learn. The relation with the savoir is reduced into numbers providing exact evidences to fix the student position inside the school, creating a sense of control and safety demanded by the “educative” institution. According to Jódar (2007:170) this practice responds to an ancient but still present Society of Discipline that coexists with a Post-discipline Society in which numbers are control and competition at the same time. Attending these circumstances, I ask: - What could happen if we explored other languages to document everyone school experience? - How can we generate a space inside the hegemonic structure of the school as institution -with its own time, rhythm and rules- to value the unforeseeable of the educational experience?

I work from a Narrative Inquiry approach, paying attention to the reconstruction of the personal experience in relation with the other and the social context (CONNELLY & CLANDININ, 1990). I share the first phase of my research, a reconstruction of my school experience researching evidences of the strangeness by “memory work (Khun, 1995) that refers to systematic study of memories from a contemporary political and social context using both public and private visual and written documents as a source.” (SUOMINEN, 2006:142). I check my school albums and I come back to my Primary School where I develop a visual auto-ethnography (HUMPHREYS, 2005; SPRY, 2001) contrasting the current reality of the strangeness in the educational experience. I dialogue with the past documents, the current school space, my old teachers and I also enrich the crossroad of evidences exchanging letters with a friend of mine who went to the same school.

After the autobiographical stage of my research, I will develop a collaborative research (THOMSON, 2008) with children and teachers to explore a kind of documentation of the educational experience that deal with the strangeness. What will emerge from the first phase of the research? How will I connect both phases? From the visual research Thomson points out the necessity of a previous personal exploration on the construction of visual narratives by the researcher (THOMSON, 2008:55). How will I experiment and share it? Which kind of writing will be more appropriated? Coming back physically to my own school can I consider the space as a text to dialogue? Which can be the sense of the Temporality (CONLE, 1999; BROCKMEIER, 2001) in that case?; Which kind of evidences can allow me to explore the strangeness in the educational experience?