This paper analyzes the importance of research narrative to investigate day-to-day education. It describes the relevance of such research as a contribution to linking theory and practice, the social and the individual. After highlighting the characteristics of this kind of research, it distinguishes between two forms (narrative and paradigmatic) of cognition and, thus, two forms of analysis within narrative research. It then describes both, pointing out their positive and negative sides to shows that they can be complementary (non-dichotomous) and have much to contribute to educational research. Finally, to bypass the doubts that mark any investigation, all the issues, including practices, must be considered and the care in search of narrative bases to investigate education must be intensified.
Narrative research; Theory; Method