Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Alessandra De Nicola
Publishing Year 2026 Issue 2026/1
Language Italian Pages 19 P. 325-343 File size 0 KB
DOI 10.3280/ess1-2026oa22573
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This paper proposes an approach to education grounded in the interplay between situated educational infrastructures, commons, embodied languages, and care practices. In dialogue with perspectives on situated epistemologies and the decolonization of pedagogy, the article defines learning as a relational and multimodal process, rooted in contexts and practices. Through a trajectory of action research consolidated over the past decade, the city and cultural heritage are interpreted as educational infrastructure capable of activating forms of participation, co-construction, and shared responsibility. From this perspective, embodied languages—gesture, image, sound, and movement—function as cognitive devices, while care emerges as an epistemic practice that fosters non-extractive relationships among subjects, knowledge, and environments. Within this framework, education emerges as a situated configuration of practices, relationships, and conditions of learning.
Keywords: complexity-oriented education;educational infrastructures;commons;embodied learning;care practices;heritage education
Alessandra De Nicola, Educare alla complessità attraverso infrastrutture educative situate: linguaggi embodied, commons e pratiche di cura in "EDUCATION SCIENCES AND SOCIETY" 1/2026, pp 325-343, DOI: 10.3280/ess1-2026oa22573