The concept of guidance as a continuous process and as a continuing education practice is connected more and more to a personal journey of development, on the part of the subject, reflective skills, decision making, selfmonitoring, self-evaluation and self-control with a view toward self-management. The subject is increasingly the protagonist of a path of development and self-promotion (self-direction) by "generating" and putting in place the system's resources (internal and external), experiences, networks of relationships and environments. Guidance - so understood - is characterized, therefore, as an ongoing training method, a continuous process aimed at identifying and upgrading the skills, abilities and competences of the person, integrally and fully actualizing himself or herself, contributing creatively and consciously the development of society. In this process autobiography plays an important role as guidance, as ongoing and continuous learning. The perspective this promotes is the transformative type: guidance becomes self-development in which autobiographical narration, writing and reading represent a support to the processes of learning to plan one's life and to become, starting from the subjective dimension of the adult who learns, from his ability to question, to explore and interpret himself and the world around him.
