Rethinking children's literature in the light of bioeducational sciences

Abstract

Starting from the most recent neuroscientific studies and from the recognition of embodied cognition and the reading body, the following contribution intends to stimulate reflection on reading and narration, starting from early childhood, as elective opportunities to enable children to think of themselves as 'cultural beings' in relation; It also intends to explore the action of narrating and being narrated as an educational and embodied learning experience, an opportunity for confrontation and encounter between bodies, fundamental for nurturing and enhancing empathic and relational skills, with the aim of promoting a reflection on the current epistemological, pedagogical and cultural issues affecting the discipline and, at the same time, provide an outline of the most recent and stimulating perspectives of investigation that characterise this field of study.