Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
In response to the challenges of methodological innovation in teacher education and to students' growing exposure to vulnerability and cognitive diversity, this paper adopts the UDL framework, integrating it with Arts-Based Pedagogy, Social-Emotional Learning and Embodied Cognition, to examine how expressive mediators —narrative-iconic, musical, playful— can contribute to an epistemological reconfiguration of teacher education. Three strands of training experiences conducted by the authors (expressive workshops for university orientation; technology laboratories employing playful mediators in the Primary Education degree; in-service training programmes for both support and curricular teachers in the use of comics and iconic languages) point to formative potential across three interconnected levels: inclusion and accessibility of training pathways; embodied reflectivity, rooted in experience; transferability to school contexts.
