This study is grounded in a pedagogical experiment involving 300 Primary Education students, situated within a theoretical framework that explores the interplay of embodiment, vulnerability, and fragility in teaching-learning processes. The primary objective is to investigate the essential role of embodiment in shaping educational experiences and fostering relational understanding, acknowledging fragility and vulnerability as inherent aspects of the human condition (Lo Presti & Priore, 2022). The focus is on prospective teachers, highlighting the importance of deeply understanding the emotional and physical dynamics within the school environment. This understanding requires fostering an attitude and a qualitative worldview (Poulin, 2007; Rogers, 2003), which enables educators to “open their eyes to the differences between the written and the unwritten, the sayable and the unsayable, the perceivable and the imperceptible” (Agostini, 2019: 187). Phenomenological vignettes are a central methodology in this study, encouraging critical reflection on embodied and relational experiences (Agostini, 2019; Zadra & Agostini, 2024). These vignettes provide valuable insights into the role of emotions and bodily experiences in education, highlighting how significant dimensions can be missed by superficial perceptions. By inviting the creation of narratives through specific prompts, these devices encourage educational staff to revisit daily experiences, drawing from memories, emotions, and thoughts. The aim is to craft a collective narrative that captures and comprehends the organizational experience of the educational context. Furthermore, these vignettes promote the awareness of vulnerability as a crucial lever for fostering inclusion and social equity within educational practices (Capo, 2021). Through this reflective practice, educators can better appreciate the complexities and subtleties inherent in teaching and learning, ultimately enriching their professional readiness to create inclusive educational environments.The meticulous approach to vignette writing fosters critical analysis and shared responsibility, contributing to the development of professionals who are aware of the complexities of contemporary education (Meyer-Drawe, 2012; Biesta, 2013). It also fosters the creation of alliances among all educational actors, with the aim of pursuing social justice and school well-being.
The outcomes of this training for participants include:
Fostering introspection and critical analysis of personal experiences.
Enhancing analytical competencies and observational skills, with particular attention to detail.
Increasing awareness of the value of mistakes as integral to the learning process.
Building skills to recognize and interpret the bodily languages accompanying thoughts and actions.
In conclusion, the use of vignettes emerges as an innovative and essential pedagogical strategy for the professionalization of future teachers, promoting training that is sensitive to fragility. Additionally, promoting collegial collaboration and reinforcing learning communities (Mortari, 2009) are essential strategies for building a more inclusive educational environment that supports the well-being of all participants in the educational process (Freire, 1996; Hooks, 1994).
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