摘要：From the beginning of the new millennium several authors coming from various diff erent fi elds have addressed the topics related to enactivism. Th ese topics were introduced in the Eighties by Varela and then developed by Th ompson and Rosch who worked on embodiment and embodied cognition. In the didactical fi eld, the contributions by Proulx, Begg and Li explored the potentialities of the enactive approach to interpret the teaching and learning processes.Th e present article aims at exploring experimentation paths in the educational fi eld, which are based on the enactivist approach, and at presenting the fi rst results of those studies already started. After a short focus on the theoretical aspects, to catch the topical elements of that approach, we will set the attention on the action and on the role of perturbation in the teaching/learning processes.
