Scholastic corporeities: presence, educational relations and didactic processes


The dimensions of body and “presence” are decisive in the educational relation, both for students and teachers, allow to understand and manage the unpredictability of the situations, enhance engagement and motivation, contribute to educational success and didactic innovation. The paper investigates the relations between the dimension of body-movement and the teaching-learning processes, starting from the importance of corporeal education to the development of possible didactic interdisciplinary paths. In fact, if learning through the body in kindergarten represents a natural practice, in the following school grades, education increasingly tends to relegate movement to the physical education time.