ABSTRACT
The chapter focuses on research carried out with children from 4 to 13 years old and aims to present the epistemological principles and procedures of auto/biographical research that guided the collection of the data and the analysis of narratives told by children about their lived experiences in school in different contexts: urban and rural areas, quilombola and Indigenous communities, and hospital classes. The studies show the children´s capacity for autobiographical reflection and the importance of their narratives for better understanding the ways in which children establish relationships with their schools and the knowledge they produce on issues relevant to education.
