Background. Historically, disability studies have had different epistemological rationalities which have permeated speeches and social practices about the realities of persons with disabilities and about the form and content in which a State enunciates its public policies. Categories such as oppression, exclusion, and marginalization have been a constant in the representation that societies make about disability, as well as the emergence of theoretical models that attempt to interpret its complexity as a matter of economic, political, cultural and social impact. The role of narratives becomes a resource of analysis to contribute to the understanding of the situation. Objective. To describe narratives of children with respect to disability situations. Materials and Methods. From a pedagogical workshop, perceptions of children were explored in four educational institutions in Bogotá city through the analysis of the speech content. Results. The involvement of children in relation to the realities of people with disabilities was a constant; the rationality of their narratives reflects the possibilities of considering life styles in common. Conclusion. Values system and subjectivities become a dynamic role in the ways in which a State portrays equality and human accomplishment. Narratives used in the establishment and guidance of public polices hide contents of discrimination and create biases that affect the quality of life of disabled people, their families and society itself.
