La drammatizzazione come spazio dialogico e liminale: riflessioni teoriche per il superamento tensionale e lo sviluppo socio-culturale dell'alunno nel contesto scolastico.

Dramatization is an established field of research, and teaching/learning methodology to improve of social, emotional, and creative skills and for the acquisition of knowledge about subjects such as history. Nevertheless, there are few studies on children's spontaneous dramatization in educational context and its potential role in development. This paper is aimed at filling such gap. The term dramatization, as we will use here, refers to the human activity of staging meanings in narrative and ritualistic form, enacted through the whole person and multiple communication channels. The school context is a privileged arena to observe spontaneous dramatization between peers and between children and adults. Besides, school routine is often filled with staged dramatizations aimed at building for instance a collective identity or provide moral orientations. The paper discusses a new theoretical framework to recognize dramatizations in the school context and to use their transformative value for the construction of socially competent personalities. [ABSTRACT FROM AUTHOR]