The course's privileged objective is to make students competent and responsible for the important role they will play in the socio-educational context of their professional field. Education constitutes the true and effective response to the many challenges of contemporary times. With this conviction the course is launched, offering a plurality of insights into some souls of pedagogy (general, environmental, intercultural, sports) and possible pedagogical tools (play, motor, theater) expendable in school and out-of-school with a privileged focus on the role of emotions in the educational relationship.

The course aims to provide students with the epistemological foundations of general pedagogy. The course will have within it niches for reflection and specific insights into such topical issues as environmental, intercultural and sports issues with special attention to the role of emotions in learning and educational relationships. It is essential to understand that only direct work toward an integrated educational system is the key to a collaborative and cooperative future, inspired by the values and rights of women and men, who in different conditions and ways, work for universal progress based on the values of culture and civilization.

In relation to General Pedagogy the student should show:
- to master the basic knowledge;
- Of understanding and knowing how to convey the fundamental concepts of the discipline;
- to be able to use knowledge and concepts to reason according to the logic of the discipline and in the areas of professional responsibility to which he/she will be called.

Upon completion of the course, the student should have acquired the basic skills that are necessary to design and implement educational interventions:

1. Knowledge and understanding (knowledge and understanding): Know and be able to navigate among the theories and authors of General Pedagogy; recognize educational and training processes in formal, informal and non-formal contexts.
2. Applied knowledge and understanding: know how to define and evaluate the different application of theories and models from the differentiation of contexts, subjects and processes.
3. Autonomy of judgment (making judgements): being able to distinguish between theories and their practical-empirical application.
4. Communication skills (communication skills): knowing how to communicate educational and training research and knowledge by adapting it to the plurality of life contexts.
5. Learning skills (learning skills): knowing how to build an autonomous research path by collaborating in the implementation of activities aimed at the profession and training.

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

The texts will be complemented by in-depth seminars, critical viewing of film 'excerpts' and application exercises of the theoretical formulations.

For full details, students are encouraged to consult the blended moodle platform and use the institutional email '@campus'

Teaching

Lectures. In-depth seminars and theory-practice exercises will be conducted throughout the course

Students are encouraged to consult the blended platform to find useful materials and directions to better follow the course

Innovative teaching methods

Interactive teaching will be used during the course

Attendance

There are no attendance requirements

Course books

1.    Persi R. (a cura di) Contesti pedagogici. Intercultura Ambiente Teattro Sport, Aracne, 2019 

2   Persi, Montanari, Dialoghi pedagogici nell'ipercomplessità, ETS, 2022

3. Persi R., Montanari M., La narrazione nel processo formativo, Aracne, 2021

4. Persi R., Lannutti V., L’intercultura tra politiche giovanili e reti territoriali, FrancoAngeli 2023 in corso di stampa

Assessment

Oral Examination

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

there are no syllabus differences between frequnentanite and non-attending students.

it is recommended, however, especially nonattending students, to frequently consult the blended page where the materials used during the lectures will be uploaded

Attendance

There are no attendance requirements

Course books

1.    Persi R. (a cura di) Contesti pedagogici. Intercultura Ambiente Teattro Sport, Aracne, 2019 

2   Persi, Montanari, Dialoghi pedagogici nell'ipercomplessità, ETS, 2022

3. Persi R., Montanari M., La narrazione nel processo formativo, Aracne, 2021

4. Persi R., Lannutti V., L’intercultura tra politiche giovanili e reti territoriali, FrancoAngeli 2023 in corso di stampa

Assessment

oral examination on the indicated program which consists of 4 texts

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.