La drammatizzazione come spazio dialogico e liminale: riflessioni teoriche per il superamento tensionale e lo sviluppo socio-culturale dell’alunno nel contesto scolastico

Journal title RICERCHE DI PSICOLOGIA
Author/s Federica Pascarella, Antonietta Vicigrado, Luca Tateo, Giuseppina Marsico
Publishing Year 2022 Issue 2022/2
Language Italian Pages 26 P. 1-26 File size 0 KB
DOI 10.3280/rip2022oa13952
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L'uso della drammatizzazione come metodologia di insegnamento/apprendimento, utile al miglioramento delle capacità sociali, emotive e creative dell’alunno e all'acquisizione di conoscenze, ad esempio nell’ambito storico, è un campo di ricerca e applicazione ormai consolidato. Tuttavia, sono pochi gli studi che indagano la drammatizzazione spontanea dei bambini nel contesto educativo e il suo potenziale ruolo nello sviluppo. Il presente articolo mira a colmare tale lacuna. Il termine drammatizzazione, così come utilizzato nell’articolo, si riferisce a un’attività umana di messa in scena di significati, in forma narrativa e ritualistica, che coinvolge la persona nella sua interezza attraverso varie modalità comunicative. Il contesto scolastico è un’arena privilegiata di osservazione della drammatizzazione spontanea sia tra coetanei che tra bambini e adulti. La routine scolastica è spesso caratterizzata da drammatizzazioni tese a costruire un'identità collettiva o fornire orientamenti morali. L’articolo presenta un nuovo quadro teorico utile a riconoscere le situazioni drammatizzate nel contesto scolastico per coglierne e utilizzarne la valenza trasformativa, nell’ottica di un contributo concreto alla costruzione di personalità socialmente competenti.

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Federica Pascarella, Antonietta Vicigrado, Luca Tateo, Giuseppina Marsico, La drammatizzazione come spazio dialogico e liminale: riflessioni teoriche per il superamento tensionale e lo sviluppo socio-culturale dell’alunno nel contesto scolastico in "RICERCHE DI PSICOLOGIA" 2/2022, pp 1-26, DOI: 10.3280/rip2022oa13952