Geometria della relazione. Riflessione pedagogica sull’incorporazione a partire dal tatto
DOI:
https://doi.org/10.6092/issn.1825-8670/15311Parole chiave:
incorporazione, pedagogia estetica, percezione, tatto, corpo-menteAbstract
L’articolo intende proporre una riflessione sulla relazione tra pedagogia e corpo a partire dal senso del tatto. Dalla critica alla divisione cartesiana tra mente e corpo, che determina una predominanza del mentale sul corporeo, viene articolato attorno al processo di incorporazione un percorso di analisi e di superamento di tale dualismo. Quindi, è ricostruita la storia del “tatto pedagogico”, costrutto polisemico che da un significato originariamente somatico-estetico è passato ad indicare una modalità di relazione interpersonale, mettendo da parte il ruolo della corporeità. In conclusione, si sostiene che dalla considerazione del tatto come momento estetico sia possibile innovare teorie e pratiche pedagogiche in direzione di una più completa considerazione della corporeità.
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