Chapter Forme e figure della psicomotricità
Psychomotor education became an educational practice around the 1960s. Its history, research and practices are affected by the educational transformation of a transmission or application model of intervention towards a global and relational educational process of the person through discovery, resear...
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| Main Author: | |
|---|---|
| Format: | Electronic Book Chapter |
| Language: | Italian |
| Published: |
Florence
Firenze University Press
2019
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| Series: | Studi e saggi
204 |
| Subjects: | |
| Online Access: | OAPEN Library: download the publication OAPEN Library: description of the publication |
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| 520 | |a Psychomotor education became an educational practice around the 1960s. Its history, research and practices are affected by the educational transformation of a transmission or application model of intervention towards a global and relational educational process of the person through discovery, research and active practices. Starting from these references, psychomotor education is based on a personal epistemology of knowing and learning by the subject as a global, autopoietic, dynamic system, embodied in the context of action. However, the educational dimension of psychomotricity is not limited to the educational process alone. If its origin mostly presents a re-educational matrix, development has taken on a path of prevention, support and educational, re-educational and therapeutic support. Its cultural and theoretical references are complex and interdisciplinary and emphasize the domination of the autopoietic and self-referring subject of its future. | ||
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| 653 | |a embodied bodymind | ||
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| 653 | |a power | ||
| 653 | |a relationship | ||
| 653 | |a psychomotor education | ||
| 653 | |a listening | ||
| 653 | |a welcome | ||
| 653 | |a containment | ||
| 653 | |a reflexivity | ||
| 653 | |a autopoiesis | ||
| 653 | |a agency | ||
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