2024-06-142024-06-142013Suárez Ortega, M. (2013). Performance, Reflexivity, and Learning Through Biographical-Narrative Research. Qualitative Inquiry, 19 (3), 189-200. https://doi.org/10.1177/1077800412466223.1552-7565 (electrónico)1077-8004 (impreso)https://hdl.handle.net/11441/160503This article provides a critical reflection on biographical-narrative research based on research experience with qualitative methodology, particularly with the application of phenomenological and existential methods with rural women in processes of socio-laboral transition. Focusing on this methodological approach, this article will consider: (a) the use and importance of the biographical-narrative approach in social sciences, (b) the main tensions and paradoxes that exist today in studies based on interpretative-critical methods, (c) the biographical-narrative research process using life stories, their phases, tasks, and contributions to science. Joining theoretical and field research, the author shows how the biographical-narrative method and its performance favor critical reflection and shared learning. The reflection on one’s own experience this method provides gives a person a sense of authorship regarding her life, and contributes to the development and transformation of the participantsapplication/pdf12 p.engAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Biographical-narrative approachPerformanceReflexivityLearningLife storiesFeminist researchinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/openAccess10.1177/1077800412466223