REPRESENTATIONS, LANGUAGES AND INCLUSIVE PRACTICES IN NURSERY SCHOOL UNDER THE SIGN OF THE BODILY CREATIVITY OF TEACHERS AND PUPILS

Abstract

The contribution intends to propose some theoretical-operational ideas concerning the plurality and multidimensionality of the educational languages adopted, developed and strengthened in the nursery school which, due to its structural flexibility, represents a school level where the inclusive perspective is authentically enhanced. In this context, the didactic dimension of corporeity emerges, capable of involving and connecting teachers and children in cognitive pathways broken down from the logic of distance imposed by the pandemic and aimed at the generative foundation of renewed and dynamic educational processes. The didactic itineraries presented and described make positive use of the performativity of body language, which the figure of the teacher as actor-animator-director draws to build inclusive practices within the industrious educating community of the pre-school open to divergent, regenerative reflections and actions.