GIOCODANZA, CORPOREALITY AND MOTRICITY: A PEDAGOGICAL-DIDACTIC REFLECTION FOR THE DISCOVERY OF THE SELF IN THE CHILD

Abstract

This article stems from a reflection conducted within the Project "Pharma – HUB: Hub for the repositioning of drugs in rare diseases of the nervous system in pediatric age" (POST4), of which the writer is a member. Since the last century, much reflection has been given to the construct of sustainability and accessibility from an environmental, social, and cultural point of view and political scientists, ecologists, economists, journalists but also pedagogues have discussed it. During 2020, the European Commission considered sustainable development as the vital core of the 2030 Agenda of United Nations, so much so that it developed 17 Sustainable Development Goals (SDGs) and the 169 targets associated with them to be achieved in the decade 2020-2030. Surely today the class is inclusive when it allows everyone and everyone to carry out activities in order to develop the structure of the self. This short essay addresses the importance of the relationship between Giocodanza, Corporeality and Motricity for the discovery of the Self in the child, starting from the fourth objective of the 2030 Agenda: Ensuring inclusive and equitable quality education and promoting continuous learning opportunities for all. It follows that sustainable development and accessibility appear to be solid and useful conceptual frameworks, from which to build a fair and sustainable well-being in the classroom and, consequently, in society, in favor of future generations.