Abstract:

The ministerial directives over the years have emphasized 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 allowed to capitalize the results coming from the different research fields; specifically, neurosciences have redefined a dimension of located and embedded knowledge and, moreover, have fostered the overcoming of the linear vision of the teaching-learning process. Neuroscientific studies have shown that the complexity of the subject can not fail to be reflected in an adaptive vision of teaching that sees teachers called to recognize the significance of motor behaviors and non-verbal language, in order to facilitate the understanding of students' cognitive representations.The question concerning the problem of the relationship between mind and body recalls a simple vision of educational and didactic corporealities (Sibilio, 2012) that take into consideration the principle of meaning, understood as a relationship between didactic dimension and process of signification that inevitably engages the body during the construction of knowledge.

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 situations "very quickly and elegantly" complex, taking into account past experience and anticipating the future "(Berthoz, 2011, p.5). The simplexity of the educational event and of a cooperative type of 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 expression of capacity and the processing of emotions. The epistemological reflection on the moving body proposes, in this way, new interpretative keys that are considered effective to face the didactic complexity starting from the mind-body relationship, with the aim of benefiting in a more conscious way the action of the body medium, in how much the subjects come into contact and communicate with each other through the body and its actions: the built-in culture is handed down through the acquisition of languages that integrate (Perla, Riva, 2016).

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), the educational and inclusive potential of the body in motion, in order to strengthen this resource to favor 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 by anchoring oneself to bodily experiences that give a different meaning to the different moments of learning, we promote a possible involvement of pupils in planning, implementing and attributing meaning to shared dynamics, favoring in everyone the expression of their identity and an effective use of the personal biological and subjective characteristics that underlie the mechanisms of interaction and adaptation.

Keywords:

Simplexity, moving body, non-linear teaching, didactic corporeity, inclusion.