The pedagogical value of the bodily dimension and movement is gradually becoming the center of the interest of different scientific disciplines. The evidences neuro scientific have contributed to the consolidation of the thesis according to which the body is the mediator of the knowledge in an educational act aimed to the harmonious development of the person in his totality. The objective of this work is to propose a revisitation of the traditional teaching of the cognitivistic mold in favor of experiential-type learning from bodily dimension in recognition of the existence of a plurality of learning styles. This involves the inevitable update of teacher professionalism that cannot escape the comparison with the new way to understand the teaching, where the physical education acquires meaningful cultural and scientific relatively to the processes of learning and cognitive development of each student. The intention, in fact, it is to plan, through the peculiarity transverse of the physical education, a new field of investigation, in support of teaching, that just scientific dimensions differ profoundly from one to the other: the life sciences on the one hand and the educational science on the other. A proposal that looks at "educational relationship with and through the body", since it same subject of the formative process. The physical education, then, would assume the role of cross-glue that, for its global character, has as its goal the development of all of the functions of the areas of the personality of the learner that is intellectual, social, affective-emotional, organic and limited mobility, clearly in close relationship and interdependence between them.

MOTOR EDUCATION FOR A MEANINGFUL TRAINING

D'ANNA, CRISTIANA;SAVARESE, Giulia;GOMEZ PALOMA, FILIPPO
2013

Abstract

The pedagogical value of the bodily dimension and movement is gradually becoming the center of the interest of different scientific disciplines. The evidences neuro scientific have contributed to the consolidation of the thesis according to which the body is the mediator of the knowledge in an educational act aimed to the harmonious development of the person in his totality. The objective of this work is to propose a revisitation of the traditional teaching of the cognitivistic mold in favor of experiential-type learning from bodily dimension in recognition of the existence of a plurality of learning styles. This involves the inevitable update of teacher professionalism that cannot escape the comparison with the new way to understand the teaching, where the physical education acquires meaningful cultural and scientific relatively to the processes of learning and cognitive development of each student. The intention, in fact, it is to plan, through the peculiarity transverse of the physical education, a new field of investigation, in support of teaching, that just scientific dimensions differ profoundly from one to the other: the life sciences on the one hand and the educational science on the other. A proposal that looks at "educational relationship with and through the body", since it same subject of the formative process. The physical education, then, would assume the role of cross-glue that, for its global character, has as its goal the development of all of the functions of the areas of the personality of the learner that is intellectual, social, affective-emotional, organic and limited mobility, clearly in close relationship and interdependence between them.
978-989-97866-5-3
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4013261
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