Navigare le frontiere. Amos FloatingLab come spazio educativo
DOI:
https://doi.org/10.13129/2035-858X/QdI.2025.151-164Keywords:
educational frontiers, liminal education, sailing, situated learning, experiential pedagogyAbstract
The paper explores the pedagogical value of the frontier as a generative threshold through the experience of Amos FloatingLab, an itinerant educational laboratory created from the conversion of a sailboat once used for migrant crossings. The article investigates the liminal dimension of education, intertwining theoretical reflections on complexity, situated learning and pedagogical geographies. The qualitative research conducted with young people in fragile conditions reveals how sailing becomes a transformative device of embodied, cooperative and relational learning.
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