General and intercultural pedagogy (2019/2020)

Course code
4S000590
Name of lecturer
Agostino Portera
Coordinator
Agostino Portera
Number of ECTS credits allocated
6
Academic sector
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION
Language of instruction
Italian
Location
VERONA
Period
Sem. 2A dal Feb 17, 2020 al Mar 28, 2020.

Lesson timetable

Go to lesson schedule

Learning outcomes

KNOWLEDGE AND UNDERSTANDING
multidisciplinary knowledge aimed at critical analysis of specific social problems

ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING
ability to interpret the different situations of hardship and to promote the well-being of the community;

SPECIFIC OBJECTIVES

The theoretical knowledge about the intercultural pedagogy will serve to form the ability to recognize and manage in a pedagogically appropriate manner all forms of exclusion and discrimination present in the context in which the Social Worker typically operates and that closely touch the social services . In particular, the placement of pedagogy among other pedagogical responses to complexity will be taken into account. The relevance of intercultural pedagogy will also be taken into account to recognize and face challenges, risks and opportunities in multicultural society. The course will provide intercultural knowledge aimed at identifying indispensable elements in the construction of social interventions in a complex, interdependent and multicultural society.

Syllabus

1. Globalization, complexity, values and education crises;
2. Centrality of pedagogy and education in the modern society.
3. Strategies of educational and social intervention with pluralism and diversity.

Learning objectives: The theoretical knowledge about general and intercultural pedagogy will serve to form the ability to know how to recognize and manage in a pedagogically appropriate manner various forms of exclusion and discrimination present in the context in which the specialist Social Worker typically operates and that touch social services closely. In particular, the placement of pedagogy among the other disciplines that provide answers to the challenges of complexity will be taken into account, as well as the relevance of the educational intervention to recognize and face risks and chances in the face of various forms of otherness (cultural, gender, social, skill , scc.). The course will provide intercultural knowledge and skills to identify indispensable elements in the construction of social interventions in the complex, interdependent and multicultural society.

BOOKS:

General Part
- PORTERA, A., BÖHM W., SECCO, L., Educabilità, educazione e Pedagogia nella società complessa. Lineamenti
introduttivi. UTET, Torino, 2007.

Monographic Part
- PORTERA, A., Tesori sommersi. Emigrazione, identità, bisogni educativi interculturali, FrancoAngeli, Milano, 1999.
- PORTERA, A., Milani M. (a cura di) Competenze interculturali e successo formativo, ETS Edizioni, Pisa, 2019.

The course includes theoretical-practical exercises which are an integral part of the program. One of the following texts (that won't have to be used for other exams) has to be chosen to analyze in the depth the practical part:

- *Gardner H., Sapere per comprendere. Feltrinelli, Milano, 1999.

- Portera, A. Globalizzazione e pedagogia (interculturale), Erickson, Trento, 2006.

- * MILANI, M., Competenze interculturali a scuola. Quiedit, Verona. 2017.

- *PORTERA, A. Manuale di pedagogia interculturale, Laterza, Roma-Bari, 2017 (4 ed.).

- *Portera, A., Dusi, P. (a cura di), Neoliberalismo, Educazione e Competenze interculturali. Franco Angeli, Milano, 2016.

- *PORTERA, A., ALBERTINI G., LAMBERTI S., Disabilità dello sviluppo, educazione e Cooperative Learning. Un approccio interculturale. F. Angeli, Milano, 2015.

- Fiorucci M., Pinto Minerva F., Portera A. (a cura di), Gli alfabeti dell’intercultura, Edizioni Ets, Pisa, 2017

- Bruner, J. La cultura dell’educazione. Feltrinelli, Milano, 1997.

- Brezinka, W. L’educazione in una società disorientata. Armando, Roma, 1989.

- Brezinka, W., Obiettivi e limiti dell’educazione, Armando, Roma, 2002.

- Contini M. La comunicazione intersoggettiva fra solitudini e globalizzazione. La Nuova Italia, 2002.

- *AA.VV., Educazione interculturale nel contesto internazionale Guerini, Milano, 2006.

- Delors, J. Nell’educazione un Tesoro. Armando, Roma, 1997.

- FAVARO, G. FUMAGALLI, M. (a cura di), capirsi diversi. Idee e pratiche di mediazione interculturale. Carocci, 2004

- Granese, A., Istituzioni di pedagogia generale. CEDAM, Padova, 2003.

- ANDOLFI, M. (a cura di), Famiglie immigrate e psicoterapia transculturale. F. Angeli, Milano, 2004

- Vico, G., Pedagogia generale e nuovo umanesimo. La Scuola, Brescia, 2002.

- LANEVE, C. et all,, La ricerca pedagogica in Europa. Modelli e temi a confronto. Pensa, Bari, 2006.

- CIPRIANI, R, MARGIOTTA U, et all,, La ricerca pedagogica in Italia. Mazzanti, Venezia, 2007.

- FRABBONI F. et alli, Le parole della Pedagogia, Boringhieri, Torino, 2007.

* text for not-attending students

Reference books
Author Title Publisher Year ISBN Note
PORTERA, A., Milani M. (a cura di) Competenze interculturali e successo formativo ETS Edizioni 2019 Mandatory/Obbligatorio
PORTERA, A., BÖHM W., SECCO, L. Educabilità, educazione e Pedagogia nella società complessa. Lineamenti introduttivi. UTET 2007 Mandatory/Obbligatorio PS Another book has to be chosen from the list in the program (total books: 4)/Oltre ai libri obbligatori è necessario scegliere un testo tra quelli presenti nella lista. In totale i libri da studiare sono 4.
PORTERA, A Tesori sommersi. Emigrazione, identità, bisogni educativi interculturali FrancoAngeli 1999 Mandatory/Obbligatorio

Assessment methods and criteria

The exam aims at verifying the level of achievement of the educational objectives previously mentioned. The exam consists of a written test with closed questions from some textbooks and an open question. The oral exam on all the textbooks can be taken on the same day, after getting the result of the written test.The educational and evaluation modalities of learning will be communicated at the beginning of the lessons.