En este trabajo compartiremos reflexiones acerca de las narrativas de intervenciones de docentes y agentes psicoeducativos en relación a la formación en educación inclusiva. Las mismas son producto de un formato de investigación y se desarrollan en el marco de una propuesta de formación continua e investigación en la temática de inclusión educativa a partir de recuperar experiencias para sistematizar, confrontar y validar un saber ligado a la práctica que pueda hacerse disponible y transferible a otros. Palabras clave Educación inclusiva - Formación docente - Investigación narra- tiva - Saber pedagógico ABSTRACT NARRATIVE RESEARCH AS A TOOL FOR TRAINING: TOWARDS INCLUSIVE EDUCATION PRACTICES In this work we will share reflections about the narratives of interventions of teachers and psycho-educational agents in relation to training in inclusive education. They are the product of a research format and are developed within the framework of a proposal for continuous training and research on the theme of educational inclusion, starting from retrieving experiences to systematize, confront and validate a knowledge linked to practice that can be made available and transferable to others. We use, as a methodology, the Narrative Documentation of Pedagogical Experiences (Suárez and Metzdorff, 2018). It is about recovering experiences that call for practice and knowledge and that raise questions. In turn, and from the context studied, we understand that this proposal constitutes a training strategy that enables opportunities to produce new knowledge about complex practices linked to educational inclusion. Keywords Inclusive education - Teacher training - Narrative research -