Introduction:

Narrative pedagogy is presented as a dynamic vision to achieve recognition and identification produced by the appearance of transgression, criticism, mutation and political effects. The narrative becomes work to be appropriate for the subjects thus activating their meaning and value.

Objective:

To propose a theoretical framework from the educational philosophy called the pedagogy of "we" as a space of construction / deconstruction / reconstruction / dissolution. A decolonized epistemology with a gender approach.

Materials and methods:

This is a research with documental, analytical and explanatory characteristics, based on post-structuralist feminism and critical theory. It makes use of secondary sources.

Results:

The conceptualization of the category of identity as a narrative deepens the idea of incorporating the sense of being, clearly introducing the agency.

Conclusion:

The pedagogy of "we" as a space of construction / deconstruction / reconstruction / dissolution of our identities, without pretending to achieve a truth or a totalizing vision, clarifies divergences and agreements to build possible points of convergence based on care and equality. Likewise, it tries to develop a gnoseological option based on the narrative as a pedagogical strategy because, apart from being a form of knowledge that brings together all the pedagogies, it is a way in which educators and learners can interpret their experiences from different perspectives, including the conventional, critical, feminist, postmodern and phenomenological.

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