“Dimensioni-ponte” tra neuroscienze, psicoanalisi ed ECS per favorire l’inclusione a scuola nella prospettiva transdisciplinare

Abstract

The article presents some reflections and first conclusions relating to the study and research
conducted in recent years by the authors, work aimed at exploring recent contributions in the
field of neuroscience and Embodied Cognition, and identifying common foundational aspects
consistent with the pedagogical and inclusive didactic perspective. More specifically, the contributions
explored facilitate the understanding of the "neurodiverse" functioning profiles (Singer,
1998; Silberman, 2016) and, at the same time, highlight essential mechanisms and dimensions,
often still unknown, for the improvement of developmental and learning processes, and
everyone’s participation. In light of what has emerged, we outlined a transdisciplinary area —
which makes use of the contributions of psychoanalysis and opens spaces for dialogue with pedagogy
and teaching — for the identification of dimensions transversal to the disciplines involved
(bridge dimensions), as a basis for knowledge and reflection, from which to attempt to rethink
and enrich the school curriculum. The transdisciplinary space opens up perspectives, proposing
a new look that offers multiple, complex angles; therefore more representative of the complexity
of current phenomena and contexts, including educational ones and didactic interaction.