Abstract
The general sense of discomfort among Italian students represents an educational impasse, in which school risks losing its educational leadership. There is an urgent need to find appropriate educational responses.
The purpose of this research is to investigate, starting from the role of the teacher, the possibilities of improving the existing school context within the theoretical-methodological framework of Gestalt Pedagogy. In relation to the current problems and educational needs, the research aims at a critical review of the literature and the development of a theoretical model and Integrated action of Gestalt Pedagogy.
The qualitative research was conducted in the contexts of application of the approach in two primary schools and in a context of an annual training of educational figures. The analysis of interviews and field observations describes the gestalt methodology in the teaching and learning process. The data was integrated with the contribution of six experts at European level.
The results offer therefore an effective support to the validity of the model and to its effective use in primary school contexts. A pedagogy that activates and includes mind, emotions, imagination and body in teaching and learning processes, as integral parts not only of the teacher's attention but also of the didactic practices, which are systematically included in the learner-teacher relationship.