Fostering Well-Being Through Embodiment: Which Didactics?

Over time, the mind-body dualism has encountered periods of great dichotomy which followed others of hoped integration, which decisively influenced the different ways of thinking and acting education. Embodiment - as a theoretical framework according to which the body factors are considered an essential part of cognitive processes - tried to overcome this impasse, serving as a preamble to the changes that are occurred in many sciences, including didactics. It is inter- esting then to continue to reflect from this perspective, in order to improve for- mal training contexts since the first cycles of education. The aim of this paper is to outline possible intersections between embodiment and didactic through the example of the "Schools for Health in Europe ”, as a network that is partic- ularly attentive to perspective of meaning in support of a holistic and ecological vision of well-being at school.