In 1981, G.M. Bertin wrote about a regain of the «corporeal» in upper secondary school. In 2017, 242 Sport High Schools were established in Italy. An apparent success of the corporeal dimension at school that, however, disregarded the discussion about some core themes characterizing the relation between the body and school institution and the experiences of sport section established on the frame of the law about school autonomy. This paper presents the sport section of the Scientific High School “Roiti” in Ferrara established in 2003, counting now 19 classes and 450 students. Planned through a participatory process, the section chose the corporeality as integrated setting through interdisciplinarity and cooperative learning. The interdisciplinarity and the resulting re-signification of the teachers’ role links the experience to the field of the Human Movement Studies (Tinning, 2010), considered, in a truly pedagogical meaning, as descriptors of a field including corporeal and movement theories and practices while being consistent with the Italian papers about Physical Education’s epistemology. The meaningfulness of the experience led to plan a case-study since the next School Year.

Nel 1981, G.M Bertin parlava del recupero del «corporeo» nella scuola superiore. Nel 2017 erano 242 i Licei Sportivi attivati in Italia. Un apparente successo della dimensione corporea nella scuola che, tuttavia, ha trascurato la trattazione di alcuni nuclei tematici caratterizzanti il rapporto tra corpo e istituzione scolastica e le esperienze di indirizzo sportivo nate sulla base dell’autonomia scolastica. Il contributo presenta l’indirizzo sportivo del Liceo Scientifico “Roiti” di Ferrara che, nato nell’A.S. 2003/2004, conta attualmente 19 classi e 450 studenti. Progettato in modo partecipato, l’indirizzo assunse la corporeità come sfondo integratore attraverso percorsi interdisciplinari pluriennali e didattiche cooperative. L’interdsiciplinarità e la conseguente risignificazione dei ruoli dei docenti connettono l’esperienza con l’ambito degli Human Movement Studies (Tinning, 2010), intesi, in una declinazione chiaramente pedagogica, co- me descrittori di un campo inclusivo delle teorie e delle pratiche corporee e motorie, ed è coerente con i contributi italiani in materia di epistemologia dell’Educazione Fisica. La significatività dell’esperienza ha indotto a strutturare uno studio di caso a partire dal prossimo anno scolastico.

(2019). La corporeità come sfondo integratore: il caso dell’indirizzo sportivo del Liceo Scientifico “Roiti” di Ferrara . Retrieved from http://hdl.handle.net/10446/150028

La corporeità come sfondo integratore: il caso dell’indirizzo sportivo del Liceo Scientifico “Roiti” di Ferrara

Borgogni, Antonio
2019-01-01

Abstract

In 1981, G.M. Bertin wrote about a regain of the «corporeal» in upper secondary school. In 2017, 242 Sport High Schools were established in Italy. An apparent success of the corporeal dimension at school that, however, disregarded the discussion about some core themes characterizing the relation between the body and school institution and the experiences of sport section established on the frame of the law about school autonomy. This paper presents the sport section of the Scientific High School “Roiti” in Ferrara established in 2003, counting now 19 classes and 450 students. Planned through a participatory process, the section chose the corporeality as integrated setting through interdisciplinarity and cooperative learning. The interdisciplinarity and the resulting re-signification of the teachers’ role links the experience to the field of the Human Movement Studies (Tinning, 2010), considered, in a truly pedagogical meaning, as descriptors of a field including corporeal and movement theories and practices while being consistent with the Italian papers about Physical Education’s epistemology. The meaningfulness of the experience led to plan a case-study since the next School Year.
2019
Borgogni, Antonio
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