The objectives of the course are advanced knowledge within the disciplines of the pedagogy of social institutions and activities, such as to enable a high capacity for analysis, interpretation and action on contexts and phenomena of a social and educational nature; the acquisition of the skills necessary for the design, planning and implementation of educational and social intervention programs in the areas of education and training, social exclusion and marginality, and welfare policies in general.
Knowledge of the main epistemological foundations of pedagogy and the currents of thought developed within the historical framework of the 20th century;
-The ability to understand today's developments in pedagogical knowledge
-The ability to critically read and observe educational and social reality in light of the pedagogical reflections and educational experiences addressed in the texts
-The acquisition of a background of concepts useful for pedagogical reflection and specific terminology

The course aims to provide the orientations and theoretical frameworks that have determined the development of pedagogy as an autonomous scientific knowledge, delving into the concepts of education, training and teaching. This course is intertwined with the social, cultural and political transformations that took place during the 20th century, which influenced future developments in the subject. Through the contribution of various authors, we will look at the theoretical foundations of social pedagogy, reflecting on its ability to stand against the phenomena of social exclusion, attributing to education an emancipatory role. This perspective will be deepened especially through the study of the salient moments of Italian public schooling, the ideas and ideologies that have permeated it over time. The issues and objectives of education in contemporary society and the fundamental role of teachers will be discussed and analyzed.

Basic knowledge of history and general education

Knowledge and understanding:

The student should know and understand today's developments in pedagogical knowledge

Applied knowledge and understanding:

The student must be able to critically read and observe educational and social reality in light of the pedagogical reflections and educational experiences addressed in the texts;

Making judgements:

Students must be able to make autonomous judgments about situations in which they are called upon to intervene and make decisions in complex situations, even in the face of partial data and information.

Communication skills:

The student must be able to draft documents aimed at planning and managing services, to prepare research/monitoring/evaluation reports, and to develop and present operational proposals for intervention.

Learning skills:

The student must be able to continue independently in the process of updating the knowledge necessary for the professional profile.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

The course includes lectures, discussion or laboratory practice time.

Attendance

Attendance is not mandatory

Course books

Catarci M. (2013). Le forme sociali dell'educazione. Servizi, territori, società. FrancoAngeli: Milano.

Crescenza G. (2023). L'adolescenza e il disagio. Prospettive pedagogiche nell'epoca dell'incertezza. Lecce: Pensa Multimedia.  

Materiale opzionale in lingua spagnola e quindi non oggetto di esame:

Roig-Vila, R. y  Cobos Velasco, J. C. (2019). La Didáctica como elemento determinante en los nuevos escenarios de la Educación Superior. Revista Internacional d’Humanitats, 46-47, 129-142. Recuperado de: http://www.hottopos.com/rih46/index.htm 

Assessment

The examination will be oral and will consist of an interview lasting a maximum of thirty minutes on all the examination texts indicated. The examination will aim to assess the effective understanding of the concepts expressed in the chosen texts and problematized through individual study and/or participation in the lectures, especially in the meetings held in laboratory mode that may already include reflection on some of the content. In particular, attention will be paid to the development of critical thinking with respect to the themes concerning the course, the acquisition of domain-specific language and the quality of in-depth study carried out.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Non-attending students are invited to consult the teaching material uploaded on Moodle (slides discussed in class, examples of didactic situations, etc.) through which it will be possible to deepen the study of the volumes indicated in the section "Study Texts". 

Course books

Catarci M. (2013). Le forme sociali dell'educazione. Servizi, territori, società. FrancoAngeli: Milano.

Crescenza G. (2023). L'adolescenza e il disagio. Prospettive pedagogiche nell'epoca dell'incertezza. Lecce: Pensa Multimedia.  

Materiale opzionale in lingua spagnola e quindi non oggetto di esame:

Roig-Vila, R. y  Cobos Velasco, J. C. (2019). La Didáctica como elemento determinante en los nuevos escenarios de la Educación Superior. Revista Internacional d’Humanitats, 46-47, 129-142. Recuperado de: http://www.hottopos.com/rih46/index.htm 

The examination will be oral and will consist of an interview lasting a maximum of thirty minutes on all the examination texts indicated. The examination will aim to assess the effective understanding of the concepts expressed in the chosen texts and problematized through individual study and/or participation in the lectures, especially in the meetings held in laboratory mode that may already include reflection on some of the content. In particular, attention will be paid to the development of critical thinking with respect to the themes concerning the course, the acquisition of domain-specific language and the quality of in-depth study carried out.