Per-formazione. Teatro e arti performative nella scuola e nella formazione della persona

Nowadays in the light of the increasing process of cultural fragmentation and individualization there is a growing demand of attention towards global learning and relationship in educational contexts. This leads to consider less important information transmission and academic outcomes as good results in education. Moreover, the socialization of new generations is even more de-localized in comparison with traditional school-centred models and it occurs not only in formal learning environment but also in those in-formal and no formal (Eu Commission, 2009), with great emphasis on lived experience, quality and creativity in learning. In this frame we can consider the place occupied by theatre within educational processes and institutions, after a gradual and discussed phase of “penetration” into the school practice (since the last Sixties pushed by the “active pedagogical movement” to now). Theatre with its several functions (social, individual, aesthetic, linguistic) contributes to improve scholastic attainments and introduces great innovations of didactic methods and professional skills of teachers. For various reasons (not jet clarified by performing arts and educational sciences) the practice of drama in education meets several forms of controversy and ambiguity (indifference, ostracism, curiosity and bureaucratic management) which show a deep resistance of educational environments towards this kind of knowledge, lived as concurrent of the academic one. In the last decades a sort of closure in school-theatre relationship has raised being theatre used by teachers and students not as a pedagogical method rather as an added activity, only good for entertainment. In Italy it is not easily realized an educational and social theatre embedded in every daily practices and activities, as laboratory, performance and ritual act (Bernardi, 2004).