Disapprendere e apprendere con le vignette fenomenologiche

The introduction of an approach based on the use of phenomenological vignettes for the first time in the General Pedagogy laboratory at the University of Reggio Calabria has been a significant experience in the training of future teachers. Through the voices of teacher Marianna Capo, and student Maria Grazia Ruffa, who participated in the activities, a collective narrative emerges that weaves together experiences and reflections on an ever-evolving educational practice. The centrality of corporeality in the educational processes, along with the use of phenomenological vignettes, proved to be a valuable tool for promoting reflective teaching, as supported by existing literature (Zadra and Agostini, 2024; Agostini, 2020; Mortari, 2003; Striano, 2001; Schön, 1983, 1987). In this joint contribution, where the richness lies in the diversity of perspectives, Marianna Capo outlines the approach, proposed activities, operational steps, and their impact on over 300 students. Simultaneously, Maria Grazia Ruffa shares a formative journey rich in discoveries and personal transformations. Within the dynamic context of exchange and collaboration, the idea of integrating the scenic representation of the vignettes has emerged, creating additional opportunities for engagement and in-depth exploration. This approach demonstrates how the fusion of diverse perspectives can enrich common understanding and open new pathways for teaching that values the complexity and richness of educational interaction (Erbetta, 2010, 2005).