Curare narrando: sguardi pedagogici su una relazione virtuosa

Within the framework of narrative research in care settings, this paper proposes a theoretical study on the construction of situated knowledge in the post-hospital discharge phase of adult patients, adopting an interpretive-phenomenological perspective. Drawing on the concept of integrated logos and on a transformative and idiographic understanding of education, the study aims to analyse - within the field of medical humanities - the pedagogical value of autobiography as a practice of care personalization. Such practice is understood as capable of fostering agency and supporting the re-elaboration of illness experience within a lifelong education perspective. Personalization generates relational effects not only on individual patients but also on their families and caregivers, opening up educational and political implications for the humanization of healthcare knowledge and practices.