The starting point for this research was the realization that more and more young people of school age feel unable to make sense of everything that school offers them. At the same time, when the educational process provides cooperative and supportive pedagogical environments, a broad horizon opens up so that the subjects can assume authorship of their trajectory and thus assign meaning to their actions and the learning process. With the assumptions of complexity theory and the concepts of the Biology of Cognition as a reference, as well as the study of the narratives woven by the research participants, I inserted myself into this system and allowed myself to take part in this process as a self-observed observer. All this weaving allowed me to take another look at history and perceive it as an effective and embodied action on the past.