DISTANCE TEACHING AS A PERFORMATIVE EXPERIENCE DIDATTICA A DISTANZA COME ESPERIENZA PERFORMATIVA

The elements of theatrical representation constitute a non-linear experience embodied in a complex subject of studies on action and relationship, whose analogies reverberate in other human activities, including teaching (Carlomagno, 2020) which, as a science of design, (Laurillard, 2014), had to reshape its constituent elements in the health emergency. Of all the dimensions object of rethinking, one on all has endured an inevitable involution: that of the feedback and its ability to constitute itself like self-poietic loop (Fischer-Lichte, 2014), implicit to the performative praxis, able to significantly affect the process of intentional consonance and interpersonal tuning (Gallese, 2007) characterizing reciprocity in teaching. The present contribution aims to reflect on how the presence can be pursued even in the distance, in a third space (Potter & McDougall, 2017) that assumes the emotional coordinates of the processes of empathic tuning, resonance, participation and restitution.