L’Embodiment nella pratica inclusiva. Embodiment in inclusive practice

This works aims to retrace the steps taken in recent years by educational research on the theory of Embodiment Cognition (Gomez Paloma, 2017; Merleau Ponty, 2002; Shapiro, 2010), in relation to the studies carried out by neuroscience, too (Boncinelli, 2000; Gallese, Goldman, 1998; Oliverio, 2012; Rizzolatti, 2006). The objective is to grasp, in relation to the theme of cognitive theory of embodiment, the most current problems brought to the attention of the scientific community, correlating them to the emerging questions from the world of school of a more professionalising training for teachers (Chiappetta Cajola, & Ciraci, 2019; Magnoler, 2012; Perla, 2016; Vertecchi, 2016), which aims to motivate teachers to overcome naive methodological approaches to raise themselves to teaching practices based on scientific evidence. The purpose of our reflection is to investigate the possible developments for educational and didactic research in the sector, in order to meet the challenges related to the pursuit of quality, efficacy and efficiency objectives of school practice, as well as the sustainability of new didactic methods and models. New methodological paths are outlined, marked by the ability to combine the specialist study of the most authoritative learning theories with methodological approaches from inclusive special teaching (Cottini, 2017; d’Alonzo, Bocci, & Pinnelli, 2015; Heidrun, 2015), with reference to the theoretical assumptions based on scientific evidence, and Evidence based (Cottini, & Morganti, 2015; Mitchell, 2017), to the various scientific contributions presented by neuroscience studies. Starting from the emotional inferences in the sphere of learning (Damasio, 1995; Goleman, 1996; Le Doux, 2003; Siegel, 2001), we analyze the research developed on the theme of Embodiment in relation to Enactive Didactics (Maturana, & Varela, 2012; Rossi, 2011), in order to identify teaching practices that respond to this vision of learning closely linked to the context and the system-environment, to the new educational and inclusive emergencies, related to the development of the person.