Fictional narrative as a resource for teaching sociology

This paper reflects on the use of fiction as a strategy for teaching sociology based on a teaching internship experience carried out in 2014. In the exercise entitled sociological tale some texts referred to conceptions that contradicted the feedback given by the students in the class debates which showed us that sociology may not succeed in shaking up structures of thought. Assuming a relationship between this sterility and its scientific form the study focuses on possibilities for developing sociological thinking and adding symbolic capital through writing with the aim of empowering students and compensating for linguistic inequalities using artistic mimesis and fictional narrative to create a space for criticising hegemonic representations discursive practices that contribute to mitigating the symbolic violence to which secondary school students are subjected when they encounter the dryness and objectivity of scientific language.