School and society: building an educating community in formal contexts starting from the body/corporeity

Abstract

The pedagogical and educational debate today focuses on the theme of the school and on the formal dynamics of the school institution in a plurality of levels from theoretical to technical-practical, to movement, to the recognition of the body/corporeality in every educational context. The search for the body as a lived body, in relation to the world and to the educating community, leads us to question the new potentialities and “capabilities” required in today’s school, as the care of our own body, of a body that we not only have, but that we are as a living body, in relationship and harmony with society, with others, with the territory, with a community as a “munus” understood as a gift to others: deprivation of the private that is expressed in the richness of the community gift towards otherness in formal school contexts. It is an educational challenge, therefore, to build educating communities and life projects starting from school and from the pedagogy of the body and corporeality, in a process of lifelong education and life wide learning.