A story can be likened to a kind of road, a journey that leads the listener and the narrator in a totally new place. That story becomes a precious form of knowledge that allows understanding what is unique for someone, what is universal for someone else and how both the unique and the universal are part of the same dynamic reality. By narrating, we can get in touch with others, express our opinions, embrace those of others, formulate hypotheses, exhibit desires and share feelings and emotions. In this sense, the narrative inquiry, could be a method adaptable to educational environments. It allows reflecting on the behaviours adopted by all the actors involved during the teaching and, thus, it allows the continuous improvement of its pedagogical action. The educational process includes complex and articulated relationships among teachers, pupils and the specific context where they act. For this reason, it is necessary to promote the narrative practices in order to give a shape and a meaning to the educational relationships. The narratives can help students to believe in their abilities and potentialities that are key elements for learning and learning to learn. The narrative action it is stated as a possibility for the student, to establish a dialogue with his personal world and the outside world. This experience can offer, then, additional and important information to understand the ways the pupils take to know and the relations they have with the world and the meaning they give to it. This addresses the focus towards the measurement of inter-subjective, social, emotional and relational behaviors and to the narrative styles the students follow when they report. The teacher narratively accompanies the students in the educational and formative experience. He tries to translate the scholastic story in story shared by repairing the fragmented plots of the different existences. This is a meaningful way to start a serious process of inclusion among the school, the territory and the world. This way promotes the construction of an autonomous, coherent and responsible personal identity of the future citizens. According to what has been declared, this perspective could promote, also in the educational environments, the educability of the person-pupils because the narrating act is a construction of meaning, a process that creates and recreates their own life: every time it happens, a new or another meaning could be found.