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FrancoAngeli Journals

Articoli/Articles

V. 17 N. 1 (2026): Educare alla complessità: intersezionalità, decolonizzazione della didattica e pratiche di cura nei contesti educativi

Educare alla complessità attraverso infrastrutture educative situate: linguaggi embodied, commons e pratiche di cura

DOI
https://doi.org/10.3280/ess1-2026oa22573
Inviata
15 aprile 2026
Pubblicato
28-07-2026

Abstract

Il contributo propone un approccio all’educazione fondato sull’intreccio tra infrastrutture educative situate, commons, linguaggi embodied e pratiche di cura. In dialogo con le prospettive sulle epistemologie situate e sulla decolonizzazione della didattica, l’articolo definisce l’apprendimento come processo relazionale e multimodale, radicato nei contesti e nelle pratiche. Attraverso una traiettoria di ricerca-azione consolidata nell’ultimo decennio, la città e il patrimonio culturale sono interpretati come infrastruttura educativa capace di attivare forme di partecipazione, co-costruzione e responsabilità condivisa. In questa prospettiva, i linguaggi embodied – gesto, immagine, suono e movimento – operano come dispositivi cognitivi, mentre la cura si configura come pratica epistemica che orienta relazioni non estrattive tra soggetti, saperi e ambienti. In tale quadro, l’educazione emerge come configurazione situata di pratiche, relazioni e condizioni dell’apprendere.

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