ABSTRACT: Introduction: Psychoeducation has been an intervention for mental illness since the middle of the 19th Century. It derived from psychiatry, bringing together different disciplines such as psychology, education, and social work among others. Objectives: This article takes a look at postmodern understandings in approaching psychoeducation. Results: A number of questions arise regarding psychoeducational work: How to intervene in mental illness? Which professionals should do so? How should this intervention be approached? What instruments would help the health personnel improve the effectiveness of such an intervention? Who is being intervened: the family or the patient? These questions have become real dilemmas in psychoeducation. Some of these dilemmas have turned into paradoxes. Conclusion: The emerging paradoxes in the field of psychoeducation can be solved from different sources of knowledge. We have chosen narrative, as proposed by postmodernity, to tentatively construct some answers. In this way we can modify our premises and make as a basic assumption that psychoeducation is a narrative experience.