Consapevolezza psicofisiologica per la relazione didattica : esperienze laboratoriali con insegnanti

The article contains some considerations on didactic practice, from the reflection on the factors at the basis of the learning process: corporeity, the relationship be-tween teacher and student, circulating emotions. The need to implement a complex didactics seems to emerge more and more, requiring the teacher to work upon himself in order to support personal skills such as behavioral flexibility, emotional intelligence, reflective function, relational skills. In psychophysiological awareness workshops proposed by the Author according to a personal research method, the teachers get involved, exercising the ability to observe themselves and what happens in the relationship with an open and receptive mind. The experiences involve the body and activate the emotions, so as to become familiar with the non-verbal, which is the deepest channel of communication with the student.

Practical examples and considerations of the participating teachers bring light to a whole series of didactic devices useful for supporting active learning. Self-observation reveals unconscious habits and representations that can inform didactic practice, creating a gap between what the teachers would ideally do and what he actually does, often beyond awareness. Large emphasis is given to the teacher's attachment styles, which the described body practices can help to observe and make more complex and adaptive. Psychophysiological awareness is placed at the service of the training of the "reflective practitioner". [Publisher's text].