Historias oficiales, historias dominantes e historias personales: instituciones, cultura y desarrollo de sí mismo

In the Bruner’s contribution, (1990), the narrative thought is a primary instrument of knowledge (Dunn, 1988; Sterne, 1998) and this paper is still developing close to the paradigmatic thought in the daily life. The figures of attachment have the possibility to offer and impose his story of the reality first on the child and after over the adult (Cyrulnik 2008). In the subject are stratify family repertories and cultural histories which are not always useful in evolutionary sense. In the course of the life there can become a necessary disarm some of these narrative plots, and create new plots: the crises are generating narratives and can activate reflection and change (Bruner, 2002). In this research are going to expose four investigations carried out in Naples with students, teachers, patients, doctors and nurses. The methodology is narrative. The results show that the dominant histories have often references which report that both, the School and the Teachers, can´t promote the social development of the students; the Hospitals and sanitary Operators can´t take care of the persons, but only of his pathology.