From Higher Education to work transition. The use of narrative in guidance paths

The formative nature of self-narration defines a fundamental support for the development of reflexive competencies useful for the critical observation of a sense of self and experience (Bruner, 1990; Demetrio, 1996; Formenti, 1998). Narrative is inserted among the reflective devices used to a greater extent in the context of guidance interventions focused on subjectivity in order to construct a life plan (Reid & West, 2011). This article focuses on the description of a university guidance path based on the use of self-narration during work transition. The aim is to identify effective educational-guidance processes and tools that might lead to a definition of transferable and implementable practices.