The article seeks to understand what the reduction in mobility brought about by the pandemic severely affected the possibilities of bodily well-being. Due to the focus of our text, we will refer here to those people who for the most part was not infected by the virus, but who also suffer from the pandemic, seeking to focus on the effects on their body. These bodies, largely prevented from moving, even without viruses, also undergo disease processes, and have to deal with a lot of instability, which leads to very important problems. The scenario of uncertainty, fear, even violence, affects students, children, so that they develop mental illnesses. That is why Kirk proposes work with Pedagogies of affect, where teachers have a fundamental role in offering support and some kind of stability to these children. Finally, we remind that Outdoor Education is recognized as a very effective approach for both counterbalance the pandemic restrictions, and reconnecting people to their places and lives, too.

L'articolo cerca di comprendere com’è stata ridotta la mobilità provocata dalla pandemia, la quale ha notevolmente colpito le opportunità di benessere corporeo. Tenendo presente il focus del contributo, faremo riferimento a persone che per la maggior parte non sono state infettate dal virus, ma che soffrono ugualmente a causa della pandemia, cercando di concentrare il discorso sugli effetti provocati a livello corporeo. Si tratta di corpi in gran parte impossibilitati a muoversi, ma che anche se non vengono infettati dal virus, subiscono anch'essi le limitazioni provocate dalla malattia e devono affrontare una grande instabilità, che porta ad ulteriori problemi piuttosto importanti. Si aprono scenari d’incertezza, paura, persino violenza, che colpiscono gli studenti, i bambini, in modo tale da sviluppare problematiche perlopiù mentali. Per questo Kirk propone di lavorare con la pedagogia dell'affetto, in cui gli insegnanti svolgono un ruolo fondamentale nell'offrire sostegno e una sorta di stabilità ai bambini in difficoltà. Infine, ricordiamo che pure che l’Outdoor Education viene riconosciuto come un approccio molto efficace sia per controbilanciare le restrizioni pandemiche, sia per riconnettere le persone ai loro luoghi e alle loro vite.

DEVELOPING PEDAGOGIES OF AFFECT IN PHYSICAL EDUCATION: A RESPONSE TO THE CORONOVIRUS PANDEMIC Lo sviluppo della pedagogia degli affetti in educazione fisica: una risposta alla pandemia da Coronavirus

Bortolotti Alessandro;
2021

Abstract

The article seeks to understand what the reduction in mobility brought about by the pandemic severely affected the possibilities of bodily well-being. Due to the focus of our text, we will refer here to those people who for the most part was not infected by the virus, but who also suffer from the pandemic, seeking to focus on the effects on their body. These bodies, largely prevented from moving, even without viruses, also undergo disease processes, and have to deal with a lot of instability, which leads to very important problems. The scenario of uncertainty, fear, even violence, affects students, children, so that they develop mental illnesses. That is why Kirk proposes work with Pedagogies of affect, where teachers have a fundamental role in offering support and some kind of stability to these children. Finally, we remind that Outdoor Education is recognized as a very effective approach for both counterbalance the pandemic restrictions, and reconnecting people to their places and lives, too.
2021
Bortolotti Alessandro; David Kirk; Turelli Fabiana Cristina;
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/874354
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