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Dal sapere medico al sapere pedagogico: la medicina narrativa come via per una medicina di genere inclusiva

By 2/2025No Comments

Titolo: Dal sapere medico al sapere pedagogico: la medicina narrativa come via per una medicina di genere inclusiva

Title: From Medical Knowledge to Pedagogical Knowledge: Narrative Medicine as a Pathway Toward an Inclusive Gender-Based Medicine

Autore: Evelyn Grazia Nericcio

Come citare: Nericcio, E. G. (2025). Dal sapere medico al sapere pedagogico: la medicina narrativa come via per una medicina di genere inclusiva. Quaderni di Pedagogia e Pratiche Educative, 1(2). https://www.quadernidipedagogia.it/dal-sapere-medico-al-sapere-pedagogico-la-medicina-narrativa-come-via-per-una-medicina-di-genere-inclusiva/

Sintesi: L’articolo propone un’analisi pedagogico-formativa della medicina narrativa, partendo dai contributi di Massimiliano Marinelli e Rita Charon. L’obiettivo è esaminare come la narrazione possa integrare il sapere medico con quello pedagogico, promuovendo una medicina di genere inclusiva. Attraverso il confronto teorico, si evidenzia come la medicina narrativa non sia solo uno strumento clinico, ma un percorso educativo che trasforma la relazione cura-paziente, valorizzando le differenze biologiche, socio-culturali e le storie di vita individuali per superare i limiti di un approccio puramente biomedico

Parole chiave: Medicina narrativa, Medicina di genere, Sapere pedagogico, Relazione di cura, Inclusione, Formazione sanitaria.

Abstract: The article proposes a pedagogical-formative analysis of narrative medicine, drawing on the contributions of Massimiliano Marinelli and Rita Charon. The aim is to examine how storytelling can integrate medical knowledge with pedagogical knowledge, promoting an inclusive gender-based medicine. Through a theoretical comparison, the study highlights how narrative medicine is not merely a clinical tool but an educational path that transforms the caregiver-patient relationship, valuing biological and socio-cultural differences as well as individual life stories to overcome the limitations of a purely biomedical approach

Keywords: Narrative medicine, Gender-based medicine, Pedagogical knowledge, Care relationship, Inclusion, Healthcare training.

Bibliografia

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Torna all’indice del numero 02/2025

April 15, 2026
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Playful Learning: il gioco come strumento pedagogico e di inclusione in classe

By 1/2025No Comments

Sample Playful Learning: Game-Based Education as a Tool for Classroom Inclusion

di Camilla Sciandra

9 SciandraDownload

Abstract. Nel panorama educativo contemporaneo, l’inclusione scolastica richiede approcci didattici capaci di valorizzare le differenze, ridurre le barriere e promuovere la partecipazione attiva di ogni studente. Il Playful Learning, inteso come apprendimento attraverso il gioco, si configura come metodologia inclusiva che integra dimensioni cognitive, emotive e sociali, sostenuta da solide basi teoriche (Vygotskij, Dewey, Bruner, Resnick). L’articolo esplora i fondamenti scientifici di questo approccio, descrive i principi cardine (coinvolgimento attivo, creatività, collaborazione e adattabilità), e presenta strategie operative come gamification, escape room educative, storytelling interattivo e role-playing, arricchite da esempi di applicazione in contesti scolastici eterogenei. Sono analizzati risultati di ricerche e casi studio che evidenziano benefici in termini di engagement, competenze sociali, resilienza e performance accademiche. Le prospettive future puntano a una sempre maggiore integrazione con le tecnologie digitali e con i principi dell’Universal Design for Learning, per garantire un’istruzione equa e partecipativa. 

Parole chiave: apprendimento, classe, inclusione, insegnamento, gioco 

Abstract. In today’s educational context, fostering inclusion requires teaching methods that value diversity, remove barriers, and actively engage all learners. Playful Learning—learning through play—emerges as an inclusive methodology integrating cognitive, emotional, and social dimensions, grounded in strong theoretical frameworks (Vygotsky, Dewey, Bruner, Resnick). This article explores the scientific foundations of this approach, outlines its core principles (active engagement, creativity, collaboration, adaptability), and presents operational strategies such as gamification, educational escape rooms, interactive storytelling, and role-playing, enriched with examples from diverse school contexts. It analyses research findings and case studies showing benefits in terms of engagement, social skills, resilience, and academic achievement. Future perspectives point towards deeper integration with digital technologies and the principles of Universal Design for Learning, ensuring equitable and participatory education for all 

Keywords: learning; classroom; inclusion; teaching; play 

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Andreoletti, M., Tinterri, A., & Dipace, A. (2024). Playing in the classroom: Italian teachers’ acceptance of game-based learning. QTimes, 16(3), 818–832. 

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Li, X., Zhang, S., & Chen, H. (2024). A systematic literature review of playful learning in primary education (2014–2023). Education 3–13. Advance online publication. 

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November 17, 2025
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