Restituire voce alla persona-paziente: la narrazione come pratica pedagogica di giustizia epistemica

The care relationship can be affected by forms of epistemic injustice that devalue the patient's experiential knowledge, reducing it to emotional or non-scientific testimony. Using M. Fricker's theoretical framework as a basis, this paper analyses how such dynamics are rooted in a dominant epistemology that dehumanises certain healthcare contexts. This epistemology generates power asymmetries and limits the possibility of co-constructing shared meanings about illness and suffering. Adopting a critical-pedagogical perspective, the paper proposes that narration can serve as an educational tool, restoring generative and transformative dignity to lived experience and fostering dialogical processes that integrate technical and tacit knowledge. Thus, narrative emerges as an antidote to epistemic injustice, offering a formative practice that can transform care into an encounter of situated knowledge. In this process, the care relationship becomes a form of co-interpretation that promotes non-hierarchical, reciprocal learning, and the construction of memory and legacy.