La corporeità come potenzialità cognitiva per l’inclusione

This theoretical argumentative research considers the scientific justification that underlies the educational and inclusive value of corporeality. Faced with a normative evolution, today’s schools must increasingly intervene and act, within the framework of teaching through competences, on the mounting problems caused by the rising phenomenon of SEN. This work, by focusing on corporeality as a cognitive device, also opens a debate on the reduced awareness of teachers in problematising and operationalising inclusive behaviour with the methodological and strategic aid of corporeality according to the scientific model of Embodied Cognitive Science (Lakoff and Johnson, 1999).