The body and artistic languages can develop visions, effective, innovative and cutting-edge proposals on issues considered crucial for inclusion and interculturalism. Artistic practices, in particular Dance-Movement Therapy, are central to this contribution, which has as its object art-based research (Barone, Eisner, 2011; Leavy, 2009) and a methodological process that is other, in the educational/intercultural sphere. The research takes shape within the school context from reflections resulting from the use of art and corporeity to promote intercultural competences, and takes on the guise of a political-pedagogical project. The research question is to ascertain whether performing arts and Dance Movement Therapy can create inclusive and intercultural contexts, and the aim is to analyse the ways in which inclusion can take place, change or modify prejudices and stereotypes so as to bring about significant and transformative changes in growth processes. The research, moving within the theoretical and methodological framework of the research-intervention, followed a "mixed methods" preserving its qualitative nature, thus following the phenomenological and hermeneutic approach, and at the same time used a questionnaire (Pettigrew, Meertens, 1995), which characterises the quantitative part and completes the research itself. Following the operational methodology of Dance Movement Therapy, and the performing arts, one of the themes that emerged concerned the discovery of feeling moved to a new perspective from which to view the world. The results achieved reinforced the belief in the adoption of a methodological approach based on constructivist-inspired artistic exploration, as they produced an intercultural awareness in the interactions between the school and the local community.
Il corpo e i linguaggi artistici possono sviluppare visioni, proposte efficaci, innovative e all'avanguardia su temi considerati cruciali per l'inclusione e l'interculturalità. Le pratiche artistiche, in particolare la Dance-Movement Therapy, sono centrali in questo contributo, che ha come oggetto la ricerca basata sull'arte (Barone, Eisner, 2011; Leavy, 2009) e un processo metodologico altro, in ambito educativo/interculturale. La ricerca prende forma all'interno del contesto scolastico dalle riflessioni scaturite dall'uso dell'arte e della corporeità per promuovere le competenze interculturali, e assume le sembianze di un progetto politico-pedagogico. La domanda di ricerca è verificare se le arti performative e la Dance-Movement Therapy possano creare contesti inclusivi e interculturali, e l'obiettivo è analizzare i modi in cui l'inclusione può avvenire, cambiare o modificare pregiudizi e stereotipi in modo da apportare cambiamenti significativi e trasformativi nei processi di crescita. La ricerca, muovendosi all'interno del quadro teorico e metodologico della ricerca-intervento, ha seguito un "metodo misto" conservandone la natura qualitativa, seguendo quindi l'approccio fenomenologico ed ermeneutico, e al tempo stesso ha utilizzato un questionario (Pettigrew, Meertens, 1995) , che caratterizza la parte quantitativa e completa la ricerca stessa. Seguendo la metodologia operativa della Dance-Movement Therapy, e delle arti performative, uno dei temi emersi ha riguardato la scoperta del sentire mosso verso una nuova prospettiva da cui guardare il mondo. I risultati raggiunti hanno rafforzato la convinzione nell'adozione di un approccio metodologico basato sull'esplorazione artistica di ispirazione costruttivista, in quanto hanno prodotto una consapevolezza interculturale nelle interazioni tra la scuola e la comunità locale.
Border pedagogy. the body and art for intercultural education and inclusion
Battista F
2022-01-01
Abstract
The body and artistic languages can develop visions, effective, innovative and cutting-edge proposals on issues considered crucial for inclusion and interculturalism. Artistic practices, in particular Dance-Movement Therapy, are central to this contribution, which has as its object art-based research (Barone, Eisner, 2011; Leavy, 2009) and a methodological process that is other, in the educational/intercultural sphere. The research takes shape within the school context from reflections resulting from the use of art and corporeity to promote intercultural competences, and takes on the guise of a political-pedagogical project. The research question is to ascertain whether performing arts and Dance Movement Therapy can create inclusive and intercultural contexts, and the aim is to analyse the ways in which inclusion can take place, change or modify prejudices and stereotypes so as to bring about significant and transformative changes in growth processes. The research, moving within the theoretical and methodological framework of the research-intervention, followed a "mixed methods" preserving its qualitative nature, thus following the phenomenological and hermeneutic approach, and at the same time used a questionnaire (Pettigrew, Meertens, 1995), which characterises the quantitative part and completes the research itself. Following the operational methodology of Dance Movement Therapy, and the performing arts, one of the themes that emerged concerned the discovery of feeling moved to a new perspective from which to view the world. The results achieved reinforced the belief in the adoption of a methodological approach based on constructivist-inspired artistic exploration, as they produced an intercultural awareness in the interactions between the school and the local community.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
