The current adaptation in didactics, due to prevent Sars-Cov-2 spread, involves the massive use, by institutions, of distance learning. This brings into focus the risk of the complete removal of bodies in the process of teaching and learning. In this article we discuss the epistemological posture of Embodied Pedagogy focusing its common roots with Embodied Cognition’s framework. Then, we present two practices, typical of Embodied Pedagogy approach, in light with their connection with findings in neuroscience and arguing their enactive nature. In detail, we present examples for their implementation both in presence and in distance educational settings.

Il contemporaneo adattamento in corso nella didattica per contenere il contagio di Covid19 coinvolge l’uso massic- cio, da parte delle istituzioni, della didattica a distanza. Questo porta l’attenzione al rischio della rimozione completa dei corpi dal processo di insegnamento-apprendimento. In questo articolo argomentiamo la postura epistemologica della Pedagogia del Corpo focalizzando le sue radici comuni con l’approccio dell’Embodied Cognition. Successi- vamente, presentiamo due pratiche, tipiche della cornice della Pedagogia del Corpo, alla luce della loro connessione con contributi neuroscientifici, e argomentando la loro natura enattiva. In particolare, presentiamo degli esempi della loro attuazione in contesti educativi in presenza e a distanza.

Corbella, L., Ferri, N., Gamelli, I. (2020). Changing Posture: the perspective of Embodied Pedagogy. GIORNALE ITALIANO DI EDUCAZIONE ALLA SALUTE, SPORT E DIDATTICA INCLUSIVA, 4(4), 93-100 [10.32043/gsd.v4i4_sup.248].

Changing Posture: the perspective of Embodied Pedagogy

Corbella, L;Ferri, N;Gamelli, I
2020

Abstract

The current adaptation in didactics, due to prevent Sars-Cov-2 spread, involves the massive use, by institutions, of distance learning. This brings into focus the risk of the complete removal of bodies in the process of teaching and learning. In this article we discuss the epistemological posture of Embodied Pedagogy focusing its common roots with Embodied Cognition’s framework. Then, we present two practices, typical of Embodied Pedagogy approach, in light with their connection with findings in neuroscience and arguing their enactive nature. In detail, we present examples for their implementation both in presence and in distance educational settings.
Articolo in rivista - Articolo scientifico
Embodiment, Embodied Pedagogy, autobiography, improvisation
Embodiment, Pedagogia del corpo, autobiografie corporee, improvvisazione
English
2020
4
4
93
100
open
Corbella, L., Ferri, N., Gamelli, I. (2020). Changing Posture: the perspective of Embodied Pedagogy. GIORNALE ITALIANO DI EDUCAZIONE ALLA SALUTE, SPORT E DIDATTICA INCLUSIVA, 4(4), 93-100 [10.32043/gsd.v4i4_sup.248].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/325219
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