The FTE is seen as a set of practices aimed at fostering the learning process of people living with a chronic disease in order to make them active and responsible for their health. The aim is to promote progressive control of health improvements by taking into account broader social dimensions that go beyond the individual aspect (WHO, 1984). Health promotion is in this way envisaged as taking into account aspects affecting the socialisation process of the disease, such as the description of the diabetes experience and its impact on the learning process. From an interactionist perspective, self-narrative can be a tool to address two perspectives of the same life event: the individual aspect of the experience and its social aspect. These two aspects are undeniably present in the learning process (Bamberg, 1997; Bruner, 2003; Muller Mirza Dos Santos Mamed, 2019). This Communication will present a thematic analysis of the stories of five adult diabetes patients participating in FTE training (for adult diabetes patients, including type 1 and 2) in a region of Roman Switzerland. First of all from a photolangage session, where it was discussed to present themselves through an image, these stories about diabetes are crossed with semi-directional interviews with the same participants at the end of their FTE training. Thematic analyses show that participants’ stories of their diabetes experiences reveal a time dimension where diabetes is gradually becoming an element of biographical appropriation beyond the time of diagnosis and FTE sessions. The diabetes experience is thus built on temporal and interactive aspects that guide participants’ focus on certain elements addressed in FTE sessions. These focal points collaborate in the learning process and the body of knowledge in construction. The Communication will open up reflection on skills to be developed to promote self-management and in this way health promotion.