This paper reports on the research carried out in  a primary school in Catalonia, Spain.

This study is located within a perspective of narrative research which approaches lived experience as a phenomenon of study. This experience is recreated in stories which emerge from the relation between the school teacher who took part in this study and the researcher. In brief the research question can be formulated in the following way: How do the professional and the personal become profoundly interwoven and feed off each other when one tries to respond to complex questions about Who we are?, How we have become who we are? Why do we continue to behave in a certain way? and Up to what point can we re-invent ourself and reformulate our certainties?. From this question there follows a general objective which consists in the review of the meanings of experiences of subjection based on the stories which emerge in the research relationship in the context of narrative research. In this sense the research is not focused on teaching thought or on school practice but rather on the identification of the discursive account which constitute the school teacher as well as the researcher, and within which are embedded ways of thinking and acting.

Working from stories which come out of the research relationship had important implications in terms of visibility, of power relationships and of authorship/authority. Taking into account these implications, the results are focused on three issues which characterized the study and its implications in qualitative educational research: a) the role of language in the production of subjectivities and b) the notion of biopolitics as an effective means of control in the standardization of learning and teaching subjects and, (c) the location of the researcher as vulnerable.

Finally, this paper opens lines of reflection about some of the arguments which have been mobilised and transformed during the research process. Arguments in which there are underlying ideas such as collaboration, knowledge (total) and the representation of the Other, the voice and the desire for totality and coherence.

Narrative research. The methodology was constructed as the research progressed. this research had two stages which reflect its ‘process’ character. The first phase took the form of four active-reflective  interviews  about the teacher's biography. On the basis of those interviews a series of biographical stories were written by the researcher and the teacher. A second stage was composed of various stories written during the field work and which connected with some of those produced based on the first interviews. These stories took the form of scenes and fictional dialogues. From these there arose two new active-reflective interviews which in turn generated new stories. In a third stage all the stories were revised and we-written.

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