NON-LINEAR TEACHING THROUGH THE MOVING BODY

The ministerial directives have underlined over the years the pedagogical dimension of the body and its educational and didactic potential, showing a new epistemological perspective of the educational sciences able to analyze the incorporated dimension of the formative experience. The new epistemological system has allowed to capitalize the results coming from the different research fields; specifically, neurosciences have redefined a dimension of localized and integrated knowledge and, moreover, have favoured the overcoming of the linear vision of the teaching-learning process. Neuroscientific studies have shown that the complexity of the subject can’t fail to be reflected in an adaptive view of teaching that sees teachers called to recognize the meaning of motor behaviours and non-verbal language. In recent years we are turning our gaze to a new paradigm, namely the didactic declination of the "simplexity" theory of physiologist Alain Berthoz (Sibilio, 2014); the new approach "includes a tension, sometimes a contrast, between simple and complex [...]" (Berthoz, 2011, p.10) and offers original and not simple solutions to elaborate complex, "very quickly and elegantly" situations, taking into account the past experience and anticipation of the future "(Berthoz, 2011, p.5) The simplicity of the educational event and of a type of cooperative learning has shifted the interests of research from the study of the mind as such to the study of the body in movement that becomes a space for the expression of capacity and the elaboration of emotions. The present project proposal, elaborated from an inclusive point of view and resuming the studies on bio-education (Frauenfelder, 1986), aims to investigate, through a possible educational declination of the properties and principles of simplexity (Berthoz, 2011), education and the inclusive potential of the body in motion, in order to strengthen this resource to favour the teaching / learning process; the expected methodology is qualitative-quantitative: through a "common space" and an essential network between knowledge, know-how and know-how and anchoring to bodily experiences that give a different meaning to the different moments of learning, we promote a possible involvement of the students in planning, implementation and attribution of meaning to shared dynamics.