In this article, the authors reflect on pedagogical and research experience from the following given to the students of the program of Maestría en Docencia of the Universidad de La Salle in the processes of research education. This text–a paper read in the Primer Foro Pedagógico, organised by the Maestría en Docencia–introduces, firstly, theoretical reflections on narrative inquiry, based on Clandinin & Rosiek (Handbook of Narrative Inquiry, 2007); secondly, discuss the tensions between theoretical concepts supporting the narrative and the use of research data; finally, emphasize the “narrative” contributions to the education not only as an research object but also as a mechanism of pedagogical education that–different from other methodological perspectives–bets on recovering the silent voices of educational players.