The seemingly paradoxical challenge of organizing and managing bodily experiential workshops in an online format is at the basis of this article. These workshops were ad- dressed to university students (future teachers and educators) of the University of Milan- Bicocca and represented a precious occasion for the Embodied Pedagogy teaching research group for gaining new awareness on some embodied aspects of teaching. In particular the reflection focused those solutions that revealed successful in Distant Tea- ching and could represent valid tools for teaching in presence. These elements refer to pedagogical categories of body, space and time and can contribute to revitalize the qua- lity of “presence” in teaching, overcoming any worthless opposition between real and virtual. We analyzed these experiences developed during the pandemic emergence in order to suggest ideas and strategies to manage unexpected events, which are always part of teaching profession.

Le riflessioni qui raccolte scaturiscono dalla sfida apparentemente paradossale di aver dovuto organizzare e proporre a studentesse e studenti universitari (future/i insegnanti e educatori) dell’Università di Milano-Bicocca laboratori esperienziali corporei da remoto. Ciò ha consentito al gruppo di ricerca dell’insegnamento di Pedagogia del corpo di prendere coscienza di come alcuni aspetti implicati nella realizzazione di una didattica embodied a distanza interroghino positivamente gli scenari della didattica d’aula. Tali aspetti investono le categorie pedagogiche fondanti del corpo, dello spazio e del tempo e, oltre ogni sterile contrapposizione fra reale e virtuale, suggeriscono riflessioni e strategie perché la qualità della “presenza” nella professione docente accolga e valorizzi l’imprevisto che sempre, indipendentemente dalla pandemia, la caratterizza.

Corbella, L., Ferri, N., Gamelli, I. (2020). Il grande imprevisto: spunti esplorativi e improvvisativi per ripensare la didattica in presenza. STUDIUM EDUCATIONIS, 3, 156-165 [10.7346/SE-032020-11].

Il grande imprevisto: spunti esplorativi e improvvisativi per ripensare la didattica in presenza

Corbella, L;Ferri, N;Gamelli, I
2020

Abstract

The seemingly paradoxical challenge of organizing and managing bodily experiential workshops in an online format is at the basis of this article. These workshops were ad- dressed to university students (future teachers and educators) of the University of Milan- Bicocca and represented a precious occasion for the Embodied Pedagogy teaching research group for gaining new awareness on some embodied aspects of teaching. In particular the reflection focused those solutions that revealed successful in Distant Tea- ching and could represent valid tools for teaching in presence. These elements refer to pedagogical categories of body, space and time and can contribute to revitalize the qua- lity of “presence” in teaching, overcoming any worthless opposition between real and virtual. We analyzed these experiences developed during the pandemic emergence in order to suggest ideas and strategies to manage unexpected events, which are always part of teaching profession.
Articolo in rivista - Articolo scientifico
unexpected, embodied pedagogy, presence, digital devices, exploration
imprevisto, pedagogia del corpo, presenza, dispositivi digitali, esplorazione
Italian
2020
3
156
165
none
Corbella, L., Ferri, N., Gamelli, I. (2020). Il grande imprevisto: spunti esplorativi e improvvisativi per ripensare la didattica in presenza. STUDIUM EDUCATIONIS, 3, 156-165 [10.7346/SE-032020-11].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/325215
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