Ambienti musicali coevolutivi: uno studio di caso nella scuola secondaria di I grado

Abstract

This contribution explores school inclusion through the lens of the co-evolutionary paradigm, which conceptualizes learning as a reciprocal transformation between the individual and the educational environment, and through embodied theories of cognition, which posit that knowledge emerges from bodily experience, action, and context. Within this framework, music, particularly in the Orff-Schulwerk approach, is understood as embodied cognitive practice and a generative relational context. Based on this theoretical foundation, a case study was conducted in a lower secondary school, focusing on a music workshop involving a student with autism spectrum disorder. The qualitative inquiry (participant observation, interviews, field notes, narrative analysis) reveals the student’s musical agency, peer co-learning, and a transformation of group relational dynamics. Music emerges as a generative environment capable of renewing educational practices and fostering situated and shared learning processes.