Il cammino come esperienza trasformativa: embodied education e formazione universitaria
Parole chiave:
: embodied education; pedagogia del cammino; dislocazione formativa; formazione universitaria; inclusioneAbstract
Nel dibattito contemporaneo sulla trasformazione della formazione universitaria permangono pratiche educativo-didattiche fondate su una concezione disincarnata dell’apprendimento, nella quale la costruzione del sapere risulta scissa dall’esperienza corporea, affettiva e situata. Il contributo interpreta il cammino come dispositivo pedagogico ed epistemico capace di ricomporre soggetto, conoscenza e mondo entro la prospettiva dell’embodied education. Lungi dal ridursi a un mero spostamento nello spazio, il camminare si configura come un’esperienza formativa di esposizione, decentramento e trasformazione, nella quale il movimento corporeo diviene movimento del pensiero e condizione di attenzione vigile, riflessiva e responsiva. Assume inoltre una valenza relazionale, pubblica e politica, poiché l’attraversamento dei luoghi rende percepibili vulnerabilità, disuguaglianze, memorie e risorse territoriali, sollecitando pratiche di cura e responsabilità. Attraverso l’osservazione lenta, la conversazione in movimento, la scrittura sul campo e la restituzione collettiva, il cammino si delinea altresì come forma di ricerca situata. In tale cornice, l’università può essere ripensata come istituzione porosa, capace di apprendere con i territori. Il Laboratorio del Cammino è assunto, infine, come esperienza emblematica di didattica itinerante, critica e socialmente responsabile, orientata alla co-costruzione del sapere e alla stabile integrazione del cammino nei curricoli universitari
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