Studying at the University of Verona
Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.
Academic calendar
The academic calendar shows the deadlines and scheduled events that are relevant to students, teaching and technical-administrative staff of the University. Public holidays and University closures are also indicated. The academic year normally begins on 1 October each year and ends on 30 September of the following year.
Course calendar
The Academic Calendar sets out the degree programme lecture and exam timetables, as well as the relevant university closure dates..
Period | From | To |
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Sem. 1A | Sep 25, 2023 | Nov 4, 2023 |
Sem. 1B | Nov 13, 2023 | Dec 22, 2023 |
Sem. 2A | Feb 19, 2024 | Mar 29, 2024 |
Sem. 2B | Apr 9, 2024 | May 31, 2024 |
Session | From | To |
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Sessione d'esame invernale | Jan 8, 2024 | Feb 17, 2024 |
Sessione d'esame estiva | Jun 3, 2024 | Jul 27, 2024 |
Sessione d'esame autunnale | Aug 26, 2024 | Sep 21, 2024 |
Session | From | To |
---|---|---|
Sessione estiva | Jul 8, 2024 | Jul 13, 2024 |
Sessione autunnale | Nov 4, 2024 | Nov 9, 2024 |
Period | From | To |
---|---|---|
Festa di Ognissanti | Nov 1, 2023 | Nov 1, 2023 |
Festa dell'Immacolata | Dec 8, 2023 | Dec 8, 2023 |
Vacanze di Natale | Dec 23, 2023 | Jan 6, 2024 |
Vacanze di Pasqua | Mar 30, 2024 | Apr 1, 2024 |
Festa della Liberazione | Apr 25, 2024 | Apr 25, 2024 |
Festa del Lavoro | May 1, 2024 | May 1, 2024 |
Festa del Patrono S. Zeno | May 21, 2024 | May 21, 2024 |
Festa della Repubblica | Jun 2, 2024 | Jun 2, 2024 |
Vacanze estive | Aug 12, 2024 | Aug 17, 2024 |
Exam calendar
Exam dates and rounds are managed by the relevant Humanistic Studies Teaching and Student Services Unit.
To view all the exam sessions available, please use the Exam dashboard on ESSE3.
If you forgot your login details or have problems logging in, please contact the relevant IT HelpDesk, or check the login details recovery web page.
Should you have any doubts or questions, please check the Enrollment FAQs
Academic staff
Study Plan
The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University.
Please select your Study Plan based on your enrollment year.
1° Year
Modules | Credits | TAF | SSD |
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2° Year It will be activated in the A.Y. 2024/2025
Modules | Credits | TAF | SSD |
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Indirect internship for coordination of educational services
Modules | Credits | TAF | SSD |
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Modules | Credits | TAF | SSD |
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Indirect internship for coordination of educational services
Modules | Credits | TAF | SSD |
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Legend | Type of training activity (TTA)
TAF (Type of Educational Activity) All courses and activities are classified into different types of educational activities, indicated by a letter.
Educational counseling for new fragilities (2023/2024)
Teaching code
4S008185
Teacher
Coordinator
Credits
6
Language
Italian
Scientific Disciplinary Sector (SSD)
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION
Period
Sem. 2A dal Feb 19, 2024 al Mar 29, 2024.
Courses Single
Authorized
Learning objectives
Knowledge and understanding 1. Know the essential features of the pedagogist's professional profile and understand the complexity of the functions and areas in which the pedagogical work manifested. 2. Define the concept of "fragility" and its semantic extension, which involves social contexts and processes, ages and life choices, personal beliefs and cultural values. 3. Understand that educational work and pedagogical knowledge are also "fragile" practices, but awareness of this dimension can be an element of strength and not of professional weakness. Applying knowledge and understanding 1. Identify what could be the "new fragilities" that emerge not only from the economic and social world, but also from the sphere of relationship life and from the crisis of meaning horizons. 2. Knowing how to recognize and deepen the many "faces" of fragility by looking for the cause in the loss of one's individual, social and cultural identity. 3. Develop pedagogical research projects and consequent educational interventions starting from a positive vision of fragility, understood as an existential condition that is at the bottom of every age of life.
Prerequisites and basic notions
There are no specific prerequisites other than those required for admission to the degree course. However, reading one of the following novels/biographies is suggested:Janet Frame, Un angelo alla mia tavola; Etty Hillesum, Diario 1941-1943; Marie Cardinal, Le parole per dirlo; Maria Montessori, Il segreto dell'infanzia; Mery Catherin Bateson, Comporre una vita.
Program
The teaching proposes a view of educational counselling as research and training in understanding and awareness of the knowledge of experience.
We will learn about the different meanings and models of educational counselling, highlighting historical matrices, developments and current areas of application.
The intention of the teaching is to acquire a 'mobile' thinking and doing capable of identifying approaches that accommodate the complexities and uniqueness of experiences in different educational contexts.
The lessons will be devoted to exploring three closely related themes
- the first concerns the theme of 'fragility' understood as a constitutive element of each person's life and as a culturally constructed interpretative aspect.
- The second concerns the person of the pedagogist in his or her role as a counsellor; ample space will be given to the practice of 'starting from oneself', of one's own positioning as an element on which to orientate the relationship with the other in both individual and group counselling situations.
- We will delve into the practice and theory of educational counselling according to the education clinic.
Contents :
-The different models of educational counselling
-The approach to a 'mobile' educational counselling able to read fragilities in the light of the different cultural sensitivities present in educational realities.
-The positioning of the counsellor oriented by the feminism of difference, in particular, we will explore 'starting from oneself', the practice of 'thinking in presence', feeling in the relationship with the other.
-The education clinic of Riccardo Massa and his school.
Making the tension between need, fragility, vulnerability generative in a horizon of 'empowerment' of people.
Through the exposition and analysis of concrete experiences we will explore some working contexts of educational counselling, focusing on the care of narratives as one of the tools of the educational counsellor.
COURSE BOOKS:
1. Manuela Palma (a cura), Consulenza Pedagogica e Clinica Della Formazione, Franco Angeli, 2017.
2. Salomone I., Secondo me. Saggio autobiografico sulla consulenza pedagogica Vol I, Amazon, 2019.
2 LIBRI A SCELTA TRA:
- Formenti Laura, Formazione e trasformazione. Un modello complesso, Cortina, 2017.
-Teresa Punta, Segnali di vita. Diari di bordo dalla scuola. Pratiche di vita nella Patagonia Argentina, ed. Junior, 2021.
- Maria Livia Alga, Rosanna Cima, (a cura di), Allargare il cerchio. Pratiche per una comune umanità, Progedit, 2020.
- Maria Livia Alga, Rosanna Cima (a cura), Culture della maternità e narrazioni generative, Franco Angeli, 2022.
- Rosanna Cima, Attraverso lo sguardo. Per una pedagogia dell’incontro, Carocci, 2019.
- Rosanna Cima, Pratiche narrative per una pedagogia dell'invecchiare, Franco Angeli, 2014.
Bibliography
Didactic methods
Teaching includes:
- face-to-face lessons with the active participation of the students;
- the creation of working groups on specific content.
- Experimentation with tools on the theme of storytelling and listening
- Analysis of complex educational situations: the circle of care
Experimentation of the course diary as a tool for self-ethnography and self-care
Teaching materials available on moodle: videos, slides, articles and essays of specific interest on the topics of educational counselling, storytelling devices in groups, counselling devices in schools and with families.
Attendance at the lectures is strongly recommended. Non-attending students follow the same syllabus as attending students. The lecturer is available for any clarifications and/or interests of students regarding the teaching topics.
Learning assessment procedures
The examination is ORAL - discussing the theoretical parts of the study texts and lectures.
OPTIONAL: submission of a written paper composed in small group (maximum 3 students), related to the reading of one or two articles suggested in moodle. The paper must be submitted 10 days before the exam and, if considered adequate to the themes/articles/reflections presented, it entitles 2 points to be added to the oral assessment.
For NON-FREQUENCING students, the examination procedures are the same as for attending students.
ERASMUS students are kindly requested to contact the lecturer before the start of the lecture, email: rosanna.cima@univr.it
Evaluation criteria
Students are required to demonstrate that they
- have acquired the fundamentals of educational counselling related to study texts and lectures
- have acquired a basic awareness of the positioning of the educational counsellor and the posture of being in research
- to be able to identify the transversal aspects that guide knowing how to know in and from experience
- to be able to critically and self-critically analyse the counselling situations presented in the lessons
- formulating arguments related to the teaching topics in a critical, proactive way, highlighting doubts, reading counselling questions in a 'mobile' and non-dogmatic way.
For students who choose the course as a SINGLE COURSE There is no difference in the way learning is assessed.
Criteria for the composition of the final grade
The evaluation of the oral examination is in thirtieths.
Exam language
italiano (spagnolo) (francese)
Type D and Type F activities
SOFT SKILLS
Find out more about the Soft Skills courses for Univr students provided by the University's Teaching and Learning Centre: https://talc.univr.it/it/competenze-trasversali
CONTAMINATION LAB
The Contamination Lab Verona (CLab Verona) is an experiential course with modules on innovation and enterprise culture that offers the opportunity to work in teams with students from all areas to solve challenges set by companies and organisations.
Upon completion of a CLab, students will be entitled to receive 6 CFU (D- or F-type credits).
Find out more: https://www.univr.it/clabverona
PLEASE NOTE: In order to be admitted to any teaching activities, including those of your choice, you must be enrolled in the academic year in which the activities in question are offered. Students who are about to graduate in the December and April sessions are therefore advised NOT to undertake extracurricular activities in the new academic year in which they are not enrolled, as these graduation sessions are valid for students enrolled in the previous academic year. Therefore, students who undertake an activity in an academic year in which they are not enrolled will not be granted CFU credits.
years | Modules | TAF | Teacher |
---|---|---|---|
1° 2° | Ciclo tematico di conferenze – sulla "leadership femminile": dati, riflessioni ed esperienze | D |
Paola Dal Toso
(Coordinator)
|
1° 2° | Invisible plots in contemporary reality | D |
Rosanna Cima
(Coordinator)
|
1° 2° | University and DSA - Methods and strategies for tackling study and university studies | D |
Gianluca Solla
(Coordinator)
|
years | Modules | TAF | Teacher |
---|---|---|---|
1° 2° | Art, memory and terrorism: the duty to protect our cultural heritage | D |
Olivia Guaraldo
(Coordinator)
|
1° 2° | Ciclo tematico di conferenze – sulla "leadership femminile": dati, riflessioni ed esperienze | D |
Paola Dal Toso
(Coordinator)
|
1° 2° | Laboratory of behavioral observation techniques | D |
Marinella Majorano
(Coordinator)
|
1° 2° | Invisible plots in contemporary reality | D |
Rosanna Cima
(Coordinator)
|
1° 2° | University and DSA - Methods and strategies for tackling study and university studies | D |
Gianluca Solla
(Coordinator)
|
years | Modules | TAF | Teacher |
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1° 2° | Cities and Freedom | D |
Giacomo Mormino
(Coordinator)
|
1° 2° | Education and affectivity - 200 years after Christian education by Antonio Rosmini | D |
Fernando Bellelli
(Coordinator)
|
1° 2° | Body and Disability – Laboratory | D |
Michele Scandola
(Coordinator)
|
1° 2° | Group Psychology and evaluation of educational intervention | D |
Anna Maria Meneghini
(Coordinator)
|
years | Modules | TAF | Teacher |
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1° 2° | Cities and Freedom | D |
Giacomo Mormino
(Coordinator)
|
1° 2° | Tai-Ti aiuto io | D |
Alessandra Cordiano
(Coordinator)
|
1° 2° | Verso le elezioni europee 2024 | D |
Massimo Prearo
(Coordinator)
|
Career prospects
Module/Programme news
News for students
There you will find information, resources and services useful during your time at the University (Student’s exam record, your study plan on ESSE3, Distance Learning courses, university email account, office forms, administrative procedures, etc.). You can log into MyUnivr with your GIA login details: only in this way will you be able to receive notification of all the notices from your teachers and your secretariat via email and soon also via the Univr app.
Student mentoring
Graduation
Documents
Title | Info File |
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Adempimenti amministrativi domanda di laurea Aprile 2024 - a.a. 2022/2023 | pdf, it, 99 KB, 13/10/23 |
Adempimenti amministrativi domanda di laurea Luglio 2024-a.a. 2023/2024 | pdf, it, 99 KB, 01/02/24 |
List of theses and work experience proposals
theses proposals | Research area |
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Psicoanalisi | Psychology - Psychology, Psychoanalysis |
Gestione carriere
Linguistic training CLA
Practical information for students
Documents
Title | Info File |
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1 - Guida per lo studente - AGGIORNAMENTO 2022 | pdf, it, 325 KB, 02/05/23 |
2 - Guida per lo studente - AGGIORNAMENTO 2020 | pdf, it, 212 KB, 02/05/23 |
3 - Guida per lo studente - AGGIORNAMENTO 2013 | pdf, it, 131 KB, 02/05/23 |
Stage e Tirocini
Per le altre attività formative (crediti F) sono previsti 9 cfu (pari a 225 ore) da acquisire solamente attraverso l’attività di tirocinio obbligatoria, a sua volta suddivisa in:
- tirocinio indiretto (1 cfu: 25 ore di frequenza obbligatoria in università per il 75%) in preparazione dell’attività formativa sul campo;
- tirocinio diretto (8 cfu), da svolgersi presso enti convenzionati.
L’ordinamento didattico della LM in Scienze pedagogiche prevede che il tirocinio indiretto a frequenza obbligatoria si svolga in università per il 75% nel secondo anno (1 CFU: 25 ore).
Il tirocinio indiretto consiste in un accompagnamento iniziale delle/degli studenti da parte dei tutor attraverso un percorso di formazione della durata di 25 ore.
La finalità di questo percorso è quella di preparare le/gli studenti alla particolare forma di apprendimento costituita dal tirocinio, dotandoli di conoscenze e strumenti adeguati a osservare, comprendere e rielaborare criticamente l’esperienza di tirocinio nei servizi educativi e ad affrontare il tirocinio negli enti con metodo e consapevolezza.
Il percorso, da attuare in gruppi da 20-25 persone sotto la supervisione di un tutor proveniente dal mondo professionale di educatori e pedagogisti, risponde alle esigenze costantemente espresse sia dalle/dagli studenti stessi sia dalle parti sociali che dai referenti degli enti convenzionati.
Nuove Linee Guida per il tirocinio di Scienze pedagogiche.
- Tutte le informazioni in merito agli stage per futuri studenti sono disponibili alla pagina Stage e tirocini.
- Tutte le informazioni in merito agli stage per studenti iscritti sono pubblicate in MyUnivr - come fare per - stage e tirocini.
- Tutte le informazioni in merito agli stage per le aziende sono disponili alla pagina Stage e tirocini per azienze.