The Motor Fairy Tales: an Embodied Strategy
Parole chiave:
Motor fairy tales, Embodied education, Teaching design, Primary schoolAbstract
This contribution proposes a reinterpretation of motor fairy tales as a pedagogical dispositif within Embodied Education, conceiving the body as an epistemic matrix of learning (Varela, Thompson & Rosch, 1991; Lakoff & Johnson, 1999; Wilson, 2002). From this perspective, knowledge emerges from the dynamic interaction among body, environment, and experience, aligned with Embodied Cognition and embodied simulation (Gallese, 2007; Barsalou, 2008). Through a theoretical-interpretative analysis, the study identifies the recurring categories of motor fairy tales, framing them within an embodied educational grammar (Gomez Paloma, 2013; 2016). These categories are reorganized into an interpretative model across three interdependent levels (narrative structure, embodied experience, and pedagogical mediation), understanding motor fairy tales as a complex learning dispositif. The model is operationalized through interpretative grids with a heuristic and design-oriented function, translating theoretical categories into observable dimensions for instructional design in primary education. The resulting framework integrates cognitive, bodily, emotional, and relational dimensions within a unified learning process, ultimately advancing a perspective of learning as a situated, multimodal, and distributed process.
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Copyright (c) 2026 Angela Magnanini, Marta Sánchez Utgé
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