Description

The development of skills and capacities for research in educational sciences represents a narrative-reflective environment for the construction of autonomousand self-managed theoretical and epistemic thinking. Narrative processesare the connection between life literature and scientific literature, connectingthe postgraduate educational path and the subjective and intersubjectiveconstruction project of the students. This paper aims to analyze the difficultiesand opportunities that the students in these programs have in constructingtheir theoretical frameworks in the development of their dissertations in a waythat allows them to move from a theorizing exercise to epistemic thinking. Theresearch uses a qualitative participatory methodology with a phenomenologicalorientation. The main important findings showed the need for more narrativeskills to use analytical categories in conceptual construction. The theoreticalfoundation in the development of their postgraduate studies in educationalsciences represents a narrative laboratory for the construction of pluralepistemologies, epistemic hospitality, and equity which enables the transitionfrom a theoretical foundation to an epistemic thinking through a hospitable,equitable, and inclusive dialogue.