The objectives of the course are to provide 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 social and educational contexts and phenomena; the acquisition of the necessary skills for the design, planning and implementation of educational and social intervention programmes in the fields of education and training, social exclusion and marginality, welfare policies in general.

The course will enable :

-know the main epistemological foundations of pedagogy and the currents of thought developed within the historical framework of the 20th century.

-understand current developments in pedagogical knowledge;

-read and critically observe educational and social reality in the light of pedagogical reflections and educational experiences addressed in reference texts;

-aquire a wealth 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 autonomous scientific knowledge;
• deepen the concepts of education, training and teaching;
• analyse the social, cultural and political transformations that took place during the 20th century, which influenced future developments in the subject;
•  explore, through the contribution of different authors, the theoretical foundations of social pedagogy,
• reflect on the ability to counteract the phenomena of social exclusion, attributing an emancipatory role to education. This perspective will be deepened by studying the most salient moments of the Italian public school, the ideas and ideologies that have permeated it over time;
• discuss and analyse the issues and objectives of education in contemporary society and the fundamental role of teachers.

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Knowlendge and understainding:

Students are expected to know and understand current developments in pedagogical knowledge;

Applying knowledge and understanding:

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

making judgements:

Students must be able to make autonomous judgements on 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:

Students must be able to draft documents aimed at the planning and management of services, prepare research/monitoring/evaluation reports, elaborate and present operational intervention proposals;

Learning skills:

Students must be able to continue autonomously in the process of updating the knowledge necessary for the profe

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 and laboratory exercises.

Attendance

Attendance is optional but strongly recommended

Course books

Crescenza G. (a cura di) (2021). Sostenibilità formative. Analisi, riflessioni, proposte pedagogiche ed educative. Roma: Edizioni Conoscenza. (Exclude part four from the study)

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

Assessment

The examination will consist of a written test lasting a maximum of 45 minutes on all the examination texts indicated. The aim of the examination will be to assess the effective understanding of the concepts expressed in the chosen texts and problematised through individual study and/or participation in the lessons, especially in the meetings held in workshop mode, which may already include reflection on some of the content. In particular, attention will be paid to the development of critical thinking with regard to the themes concerning the course, the acquisition of specific language in the sector and the quality of in-depth study carried out. 

The following is specified:

 The learning outcomes will be assessed by means of a written test comprising three open questions for those who did not take part in the workshop exercises (max 45 minutes' time available) and two open questions for those who did (max 30 minutes' time available) .  Particular attention will be paid to the development of critical thinking with regard to the topics concerning the course, the acquisition of specific language in the field and the quality of in-depth study carried out.  The grade for the written test is expressed in thirtieths.

Students who have registered their disability certification or DSA certification with the Inclusion and Right to Study Office may ask to use concept maps (for key words) during the exam.

To this end, the maps must be sent, two weeks before the exam call, to the course lecturer or teacher, who will check their consistency with the indications of the university guidelines and may ask for them to be modified.

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

A basic knowledge of history and general pedagogy is recommended.

Attendance

The examination will consist of a written test lasting a maximum of 45 minutes on all the examination texts indicated. The aim of the examination will be to assess the effective understanding of the concepts expressed in the chosen texts and problematised through individual study and/or participation in the lessons, especially in the meetings held in workshop mode, which 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 specific language in the sector and the quality of in-depth study carried out.

Course books

Crescenza G. (a cura di) (2021). Sostenibilità formative. Analisi, riflessioni, proposte pedagogiche ed educative. Roma: Edizioni Conoscenza. (Exclude part four from the study)

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

Assessment

The grade for the written test is expressed in thirtieths.

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.

Students who have registered their disability certification or DSA certification with the Inclusion and Right to Study Office may ask to use concept maps (for key words) during the exam.

To this end, the maps must be sent, two weeks before the exam call, to the course lecturer or teacher, who will check their consistency with the indications of the university guidelines and may ask for them to be modified.