Dall’Embodied Cognition all’Embodied Education nelle scienze dell’attività motoria e sportiva
DOI:
https://doi.org/10.6092/issn.1825-8670/8424Parole chiave:
Embodied cognition, Embodied education, Attività motoria, Educazione fisica, SportAbstract
La pedagogia fenomenologica, da sempre attenta alla centralità della persona nel suo vissuto concreto e agli aspetti incarnati riferiti alla coscienza e consapevolezza dell’agire corporeo, accoglie con pieno diritto le evidenze emergenti dagli studi sull’Embodied Cognition e sta delimitando un ambito di competenza pedagogica declinabile come Embodied Education.
A tale ambito si riconducono le scienze delle attività motorie e dello sport che, attente alle indicazioni provenienti dal mondo pedagogico, stanno affiancando al mero approccio prestativo ed estetico/salutistico, un approccio educativo centrato sul coinvolgimento del soggetto come attore fondamentale dei processi educativi che lo riguardano.
Il contributo si propone di richiamare sia l’essenza intrinsecamente incarnata dell’attività motoria, del gioco e dello sport, sia le strategie educative che valorizzano il corpo come soggetto che crea cognizione nell’ intensa interazione con l’ambiente, gli oggetti, le persone, nel qui e ora dell’esperienza concreta, nel momento presente, nel vissuto soggettivo.
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