TEACHER TRAINING AND THE EMBODIED COGNITION FOR THE PROMOTION OF AN INCLUSIVE SCHOOL FORMAZIONE INSEGNANTI E COGNIZIONE INCARNATA PER LA PROMOZIONE DI UNA SCUOLA INCLUSIVA

The aim of this work is to clarify and define, without claiming to be exhaustive, the importance of in-service training for teachers of all levels and levels of school and their professionalism in relation to Embodied Cognition, taking into account the most significant guidelines and of the most important norms, which fed and feed the transformations of the Italian school system with particular attention to the reform of 1923, to the central problems of school autonomy up to the reform of the Good School, n.107/2015 with its implementing decrees, to understand its effective relationship with the transformations of the Italian school system. The teacher must be an intellectual and a designer of training, precisely because training is an expression of a complex and problematic reality of growing subjectivity. The teacher, as the designer of the training, will have to encourage the learning, growth and maturation processes of the subject educandus, trying to grasp his personality in situation and in relation to otherness, without losing sight of what the human mind must to be understood and analyzed in the context of its relations with a physical body, which interacts with the surrounding world.