1,354,423 research outputs found
VIDEO MODELING AS A TOOL FOR OBSERVING CORPOREALITY IN INCLUSIVE PROCESSES
No full textThe formative challenge emerged in recent decades, with reference to the school context and especially around the theme of inclusion, requires an indispensable repositioning of the role of corporeality, in inclusive educational and didactic processes and consequently in the field of training, also in the light of a renewed dialogue between pedagogy and other fields of knowledge.In setting teaching as a “technology of performance” (Rivoltella, 2017), it is necessary to understand how much the teacher, through his or her body on stage must expose himself or herself, act and experience the scene in a conscious and responsible manner. Within this interpretive horizon of the teacher’s bodily acting, this essay analyzes the results of a descriptive survey conducted within the framework of the Active Formative Apprenticeship Course workshops with 324 participants in the preschool workshops, in which the strategy of video modeling was used. The latter, in line with studies on the mirror system, embodied simulation and empathy, was constituted as a tool for observing and simulating effective patterns of action, processes of adult/child attunement, enacted by, with and through the body and between bodies. The study surveyed perceptions and opinions about the advantages of using video modeling in education, with the aim of verifying its effectiveness in: making the teacher aware of the consequences that his or her own bodily actions have on the possibilities of evolution of disability, in interpersonal dialogue with the child; knowing how to observe the child’s bodily expressiveness, in order to catch elements of intentionality and possibilities of functioning as basic principles for self-determination
Buone pratiche teatrali: potenziali spazi di risonanza per un protagonismo riflessivo e co-partecipativo
No full textIl periodo “ibrido” post-pandemico ha richiesto a ciascun individuo capacità risolutive e resilienti insieme a una
personale riconfigurazione del proprio ruolo in relazione al sé, all’altro e alla comunità. In questo scenario la
didattica, in quanto scienza della progettazione (Laurillard, 2014), ha rimodulato i propri paradigmi costitutivi
per promuovere, anche a distanza, una co-partecipazione attiva e vicariante (Berthoz, 2015) degli attori coinvolti
nel processo di insegnamento-apprendimento, in grado di rifuggire la deriva trasmissiva a sostegno di una
visione non lineare, creativa e inclusiva della conoscenza. Il modello di formazione, implementato nel corso di
quest’anno, strutturatosi nel CReAP+T Method (Corporeità Creatività Relazione Emozione e Azione Performatività
+ Tecnologia), ha inteso promuovere, seppur nella distanza, attraverso l’azione dell’inibizione creatrice (Berthoz,
2020), una didattica efficace, nell’implementazione di pratiche attoriali, quali il training corporeo, il loop di
feedback autopoietico (Fischer-Lichte, 2014) e l’azione performativa, incentrate su un approccio dialogico e partecipativo,
per la costruzione di un orizzonte di senso verso una cittadinanza attiva. Il Teatro è da sempre luogo
di esplorazione del sé verso l’alterità (De Marinis, 2011), spazio di relazione per attraversare le nostre frontiere
(Grotowski, 1965), in cui il rispecchiarsi nell’altro e il risuonare con l’altro aprono alla visione intersoggettiva e
collettiva sostanziando esperienze trasformative (Mezirow, 2003) per un nuovo umanesimo
Portaria 014 2021 - Coordenação Extensão Arquivologia Marcelo Minghelli
No full textArt. 1º - DESIGNAR o Professor MARCELO MINGHELLI para exercer a função de Coordenador de Extensão do curso de graduação em Arquivologia, do Departamento de Ciências da Informação (CIN/CED)
Corporeità e inclusione. Scenari normativi, bisogni formativi e prospettive di ricerca.
No full textL’incalzante avvicendarsi normativo in tema di bisogni educativi speciali e la reale complessità sottesa ai processi inclusivi impongono, specie alla luce delle consapevolezze derivanti dalla prospettiva bio-psico-sociale, un ripensamento delle modalità di promozione di buone prassi inclusive a scuola, in cui è necessario riconoscere ai docenti “tutti” la capacità di costituirsi, come leve del cambiamento. L’inclusione a scuola è possibile allorquando il docente, sia capace di operare continui aggiustamenti sul contesto e sugli ambienti di
apprendimento, ivi compresi il suo corpo e le azioni mediate dal corpo. Un simile processo richiede un cambio dell’habitus del docente, della sua postura, dei suoi atteggiamenti, delle credenze e percezioni nei confronti della disabilità e dell’inclusione stessa.
Inquadrando l’inclusione alla luce delle trasformazioni normative, culturali e terminologiche che ne hanno determinato l’evoluzione, il testo intende costituirsi come strumento di riflessione e approfondimento del “bisogno formativo del docente” per comprendere, a partire da quanto suggerito dalla letteratura scientifica e dalle disposizioni normative in tema di formazione continua, quali aree della formazione debbano essere maggiormente
“investite” e stimolate onde riuscire a potenziare le competenze inclusive. La corporeità didattica del docente assume, in questo orientamento, un ruolo fondamentale nel favorire la costruzione di schemi di azione e interazione e stili comunicativi efficaci, utili a promuovere realmente l’inclusione. La formazione degli insegnanti di sostegno, a sua volta, richiede
riflessioni di carattere teorico strettamente legate a contenuti esperienziali e rappresentazioni corporee capaci di raccontare relazioni interpersonali efficaci e inclusive. In questo orizzonte interpretativo del ruolo della corporeità nei processi inclusivi, il volume inquadra i processi di formazione in una visione multi prospettica, che ne riconosce altrettante potenzialità, alla luce del dialogo circolare esistente tra le dimensioni di cognizione, percezione/azione ed emozione e apre a nuove prospettive di ricerca per riflettere sui costrutti teorici che consentono di individuare, anche in ambito formativo, quelle strategie che più di altre favoriscono una migliore comprensione delle dinamiche intra- e interpersonali, implicite e esplicite, che interferiscono nei processi inclusivi, inficiandoli o potenziandoli, onde orientare la formazione verso pratiche attive e riflessive che riconoscano centralità a tutte le dimensioni coinvolte nei processi inclusivi
DISTANCE TEACHING AS A PERFORMATIVE EXPERIENCE
No full textThe elements of theatrical representation constitute a non-linear experience embodied in a complex subject of
studies on action and relationship, whose analogies reverberate in other human activities, including teaching (Carlomagno, 2020) which, as a science of design, (Laurillard, 2014), had to reshape its constituent elements in the
health emergency.
Of all the dimensions object of rethinking, one on all has endured an inevitable involution: that of the feedback and
its ability to constitute itself like self-poietic loop (Fischer-Lichte, 2014), implicit to the performative praxis, able to
significantly affect the process of intentional consonance and interpersonal tuning (Gallese, 2007) characterizing
reciprocity in teaching. The present contribution aims to reflect on how the presence can be pursued even in the
distance, in a third space (Potter & McDougall, 2017) that assumes the emotional coordinates of the processes of
empathic tuning, resonance, participation and restitution
Palatal graft harvesting techniques: A narrative review
No full textOBJECTIVES According to the American Acade my of Periodontology, soft tissue grafting consists of harvesting soft tissue that is completely detached from the donor site and placed in a properly prepared recipient bed. The harvesting of soft tissue from the palate is a technique used in periodontics for over fifty years and still in continuous evolution. From free gingival grafting to bilaminar techniques with connective tissue only or free gingival grafts disepithelized extra-orally, several techniques have been proposed over the years, some of which are now part of today’s periodontal plastic surgery. These techniques are designed to increase periodontal soft tissue thickness, restore a proper keratinized tissue width, correct muco-gingival deformities, improve aesthetics, allow correction of peri-implant de hiscences, soft tissue augmenta tion and ridge preservation, in or der to limit post-extraction bone crest alteration in aesthetically rel evant areas. MATERIALS AND METHODS This narrative review considers the main techniques of soft tissue harvesting from the palate as described in the literature, from the trap-door proposed by Edel in 1974 to the free gingival graft disepithelialized extra-orally proposed by Zucchelli, through a series of single incision techniques introduced over the years. The examination of the grafting techniques is followed by the analysis of the donor area (lateral palate or maxillary tuber) in terms of tissue quality, composition and thickness, difficulties and complications of the surgery. Wound healing and post-operative discomfort are also explored, evaluating the main differences between techniques involving an epi thelial-connective graft and techniques involving only a connective graft. In particular, the use of donor site protectors, such as cyanoacrylate adhesives and PRF (Platelet-Rich Fibrin), is considered. Finally, possible complications are considered − from intra-operative and post-operative bleeding, treatable by compression with wet gauze and tranexamic acid − to less frequent complications such as flap laceration and donor site infection. RESULTS AND CONCLUSIONS The most indicated technique seems to be the harvesting of an extra-orally disepithelized free gingival graft. This bilaminar technique, besides having shown the best clinical results, is also easier to perform, in a reduced operative time and with a lower risk of damaging vascular structures; moreover, the graft composition is richer in connective tissue, without contamination of adipose or glan dular tissue of lower quality. On the other hand, its harvesting technique implies second inten tion healing at the donor site, which may be less comfortable for the patient, but without increasing post-operative pain. In addition, the use of a donor site protection appears to further reduce possibile post-operative patient morbidity. CLINICAL SIGNIFICANCE The use of an extra-orally disepithelized free gingival graft as part of a bilaminar technique can be considered the gold standard among the soft tissue augmentation techniques, possibly accompanied by the use of donor site protections
INTEGRATED TEACHER TRAINING EMBODIED COGNITION BASED RESEARCH DATA
No full textThe school of the 21st century has to face continuous and sudden “emergencies”, from special educational needs to the recent and current health emergency, which require constant adjustment of the organization and teacher planning, as well as teacher training.
The theme of affordances recalls that of practical rationality understood as the ability, of the teacher, to respond in a co-evolutionary, systematic and sudden manner to the requests of the physical and social environment. In the ecological vision of Embodied Cognition in which brain, body, emotions, and environment co-actively participate in the processes of knowledge, the perception is functional to action, therefore it is important that training offers different perceptual inputs, in order to “guide” the multiple actions to activate in the class context rapid, automatic, better to say embodied, decision-making processes to respond to the different and special needs of each pupil. The Integrated Teacher Training ECb aims to understand the potential of a design that promotes multimodal cognitive, body, emotional and social involvement in inclusive learning processes. The contribution presents a study on the Integrated Teacher Training ECb experimented in the laboratory of Tfa Course for Support. The results of the research highlight the effectiveness of the implemented training model which produces positive effects on teachers in terms of motivation to participate, perceived effectiveness as a support teacher, development of inclusive teaching skills
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