This research aims to establish and implement the story and life experiences as a pedagogical strategy that, from the narratives of the students, allows the construction of individual and collective identities. The didactic tools that support the strategy and its execution make possible the presentation of main categories, highlighting the qualitative approach in its descriptive richness and the narrative design as a methodology to collect written and narrated words within the significant experiences of the students. In this sense, it is important to recognize that a process of reflection, writing and projection about it accompanies the strategy application.

The process to make known the qualitative results achieved with respect to the categories of analysis: narrative, identity, and the relationship of them, within the pedagogical process, it is done through the results report with a transversal and a singular focus. For this, points of articulation with different theoretical contributions are established, with what was evidenced in the implementation of the strategy and with the achievements obtained in each of the phases. The conclusions frame a transcendent meaning to the work carried out and provide a methodological commitment within the pedagogical processes, which implies seeing the students as protagonists of their own history.