Corporeità e apprendimenti: il Body-Semantic Scaffolding come ponte transdisciplinare tra cognizione e movimento
Parole chiave:
Embodied Cognition, Apprendimenti, Corporeità, Co-progettazioneAbstract
Alla luce della prospettiva dell’Embodied Cognition, l’apprendimento si configura come un processo profondamente radicato nell’esperienza corporea, nell’azione situata e nell’interazione dinamica tra individuo e ambiente. In questa cornice teorica, il corpo non rappresenta un semplice supporto dell’attività cognitiva, ma una struttura epistemica attraverso cui il bambino costruisce significati, organizza il pensiero e consolida l’apprendimento. Le recenti evidenze provenienti dalle neuroscienze cognitive e dalla ricerca educativa indicano infatti come i processi di comprensione, memoria e concettualizzazione siano strettamente connessi alle esperienze senso-motorie. Il contributo evidenzia come la corporeità possa svolgere una funzione di mediazione cognitiva nei processi di apprendimento, configurandosi come Body-Semantic Scaffolding. Attraverso un approccio teorico-argomentativo, che analizza i contributi delle neuroscienze cognitive e dell’embodied cognition, con riferimento all’enactment effect, lo studio intende definire il Body-Semantic Scaffolding quale processo in cui l’esperienza corporea funge da impalcatura per la costruzione e il consolidamento dei concetti. In questa prospettiva, la corporeità favorisce apprendimenti più significativi e duraturi, richiedendo un'integrazione delle competenze professionali dei docenti in ottica di co-progettazione didattica. In tale contesto, gli specialisti in Scienze Motorie contribuiscono alla progettazione di ambienti di apprendimento che promuovono non solo gli apprendimenti disciplinari, ma anche lo sviluppo di competenze trasversali, cognitive, relazionali e socio-emotive.
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