Physical education and body-expressive practices. Possible training scenarios

In the school of the 21st century, the teaching/learning process aims to train students whose cultural and disciplinary competences extend transversally over several dimensions in order to cultivate those soft and life skills useful for making them active, participating and aware citizens within the social context in which they are called to intervene with autonomy and responsibility. In this perspective, the learning environment should represent a "place of action", of con-sense (Sibilio,2015) capable of planning and realizing an inclusive and meaningful educational system that cultivates "the infinite variety of human differences"(Ianes,2021, p.2) according to an ecological and transformative perspective (Canevaro,Ianes, 2021). The most recent research,in neuroscientific and cognitive psychology field, demonstrates the great significance of the pedagogy of the body within the teaching/learning processes, going beyond the idea of corporeity as a dissociating, secondary and training element, identifying in expressive-motor practices a precious training strategy that favors the construction of meaningful relationships with and between subjects through a pedagogy of listening and presence (Gamelli,2011) in order to improve, in a holistic way, the perception of self-efficacy (Bandura,1997). The evolution of legislation in the field of physical education in primary schools (L.234/2021) on the one hand and in the field of inclusion (WHO, 2001) on the other, by adopting the requests of international literature, confirm how hypokinesis and motor illiteracy have negative consequences on growth, maturation and cognitive development (Pesce et al., 2009; Gallotta et al. 2012) and how, instead, quality physical education has significant effects on literacy processes, individual and social wellbeing and health (Magnanini, 2021). This study proposes to identify possible constituent elements of a methodological track that implements, within the EF, experiential practices of movement-expression aimed at improving, in a holistic key, the perception of the self and of the other through the tools of experiential anatomy, ideokinesis (Bernard,2006) and the understanding of the gesture, so that the contents of physical education can be reunited with those of different disciplines in a vision that is no longer divided.