Scrittura embodied: un nuovo approccio all’analisi della disgrafia
Abstract
La presente ricerca si iscrive nell’ambito del paradigma dell’Embodiment Cognition (Anderson, 2001; Niedenthal, 2007; Kontra et al., 2012; Paloma, 2013), con un’attenzione specifica all’esperienza della scrittura manuale. A partire da un impianto teorico che riconosce il ruolo fondamentale del corpo nel processo scrittorio, lo studio intende indagare il gesto grafico, come espressione incarnata dell’apprendimento (Anderson, 2020), in 63 alunni di tre classi terze della scuola primaria, di età compresa tra i 9 e i 10 anni. L’utilizzo di tecnologie digitali ha permesso di rilevare tre variabili centrali nel processo scrittorio: latenza, velocità e durata, offrendo una lettura concreta delle modalità operative messe in atto nello svolgimento dell’intero processo grafico. In particolare, i dati raccolti richiamano l’esigenza di una presa in carico educativa e didattica precoce e personalizzata, al fine di realizzare percorsi pedagogici inclusivi.
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Copyright (c) 2025 Lucia Borsini, Noemi Del Bianco, Catia Giaconi, Aldo Caldarelli
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