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dc.contributor.authorPadoan, Ivana Maria
dc.date.accessioned2022-06-01T12:10:11Z
dc.date.available2022-06-01T12:10:11Z
dc.date.issued2019
dc.identifierONIX_20220601_9788855180092_169
dc.identifier.issn2704-5919
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/55986
dc.description.abstractPsychomotor education became an educational practice around the 1960s. Its history, research and practices are affected by the educational transformation of a transmission or application model of intervention towards a global and relational educational process of the person through discovery, research and active practices. Starting from these references, psychomotor education is based on a personal epistemology of knowing and learning by the subject as a global, autopoietic, dynamic system, embodied in the context of action. However, the educational dimension of psychomotricity is not limited to the educational process alone. If its origin mostly presents a re-educational matrix, development has taken on a path of prevention, support and educational, re-educational and therapeutic support. Its cultural and theoretical references are complex and interdisciplinary and emphasize the domination of the autopoietic and self-referring subject of its future.
dc.languageItalian
dc.relation.ispartofseriesStudi e saggi
dc.subject.otherPsychomotricity
dc.subject.otherbody
dc.subject.otherembodied bodymind
dc.subject.othermovement
dc.subject.otherexpression
dc.subject.otherpower
dc.subject.otherrelationship
dc.subject.otherpsychomotor education
dc.subject.otherlistening
dc.subject.otherwelcome
dc.subject.othercontainment
dc.subject.otherreflexivity
dc.subject.otherautopoiesis
dc.subject.otheragency
dc.titleChapter Forme e figure della psicomotricità
dc.typechapter
oapen.identifier.doi10.36253/978-88-5518-009-2.12
oapen.relation.isPublishedBybf65d21a-78e5-4ba2-983a-dbfa90962870
oapen.relation.isbn9788855180092
oapen.series.number204
oapen.pages14
oapen.place.publicationFlorence


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