Storytelling and its languages in the design of inclusive activities in pre-school and primary schools

Abstract

This contribution intends to offer some elements for reflection, both theoretical and operational, regarding the pedagogical scope of narration as an educational device according to a wide plurality of languages, among which the graphic one. The narration of oneself, of one's own story, the revisiting of other people's stories, told and/or enjoyed, innervates a plurality of human dimensions (learning-cognitive, affective-relational, emotional, motivational, etc.) that have the possibility of being channelled into fertile inclusive didactic designs, aimed at school and pre-school children. In this perspective, the inclusive educational-didactic itineraries, presented below, make positive use of the formative tool of narration that takes shape and transforms learning contexts, also thanks to the richness of the graphic gesture and its symbolic representations. The languages of narration, including the graphic one, thus trigger educational-expressive-relational processes capable of making school contexts accessible to all, enhancing the potential of every pupil, no one excluded. In order to re-construct and re-generate personal and collective history, which is constantly and complexly changing, all the more so in the current post-pandemic historical period, narration as a substantial educational act opens up emotional and cultural spaces to new and surprising possibilities of knowledge.