The aim of the course is to provide the theoretical and practical basis for analyzing the conditions of social marginality and deviance and to evaluate the potential of preventative and / or re-educational pedagogical intervention in formal, non-formal and informal learning contexts.
At the end of the course, the student / student should be able to know and understand the main factors affecting the marginality and deviance of subjects and groups and to contribute to the design or improvement of pedagogical interventions through the exercise of independent judgment, and with proper communication methods.
The curriculum is structured in 4 modules; Each module covers preparatory topics for the following modules:
Module 1 (about 3 weeks): Conceptual bases
• What is social pedagogy?
• Historical considerations on the development of social pedagogy
• Marginity and deviance
• Community and territory
Module 2 (about 2 weeks): Academic Writing
• Introduction to writing
• Describe, analyze, and argue
• Search, validity and appropriateness of sources of information
Module 2 (about 4 weeks): Contribution of educators of the past
• The teacher Alberto Manzi (1927-1997)
• The philosopher of education Piero Bertolini (1931-2006)
• The educator Ettore Gelpi (1933-2002)
Module 4 (about 4 weeks): Designing educational interventions
• Formal learning contexts (eg school)
• Non-formal learning contexts (eg youth centers)
• Informal learning contexts (eg media)
• Closed communities (eg prison)
Teaching approach with Attending students consists of:
- frontal lessons devoted to the transmission of basic notions
- teacher-student interaction, devoted to the sharing and re-elaboration of previous knowledge, as well as the knowledge gained during the frontal lessons and the individual study
- projection and video viewing in the classroom
- work in small groups to be performed in the classroom, but with individual preparation / study by the students, according to the instructions given by the teacher.
Attending students will be able to carry out in itinere verifications of the acquired knowledge by completing an anonymous questionnaire online at the end of modules 1, 2, and 3. The correctness of the answers to the questionnaires will be discussed in the class at the beginning of the next module. This will give students the opportunity to independently assess the state of the acquired knowledge, as well as the opportunity to ask for clarification, if necessary.
Attending students are required to:
- ensure continuity of classroom attendance, and attend at least one lesson per week throughout the course,
- be present for the whole lesson (except under unforeseen circumstances).
The didactic approach with Non-attending students consists of:
- support for individual study and preparation for final examinations in meetings with the teacher, to be agreed at the request of the student (s), possibly during office hours.
In addition, Non-attending students will have the opportunity to carry out in itinere verification of the acquired knowledge by completing an online self-assessment questionnaire, which will be made available at the end of modules 1, 2 and 3.
All students (Attending and Non-attending) are required to enroll in the e-learning platform of the course in order to:
- have access to the teaching material that will be made available during the course,
- receive any updates and additional information about the course through your institutional email (@ studenti.univr.it),
- access to the forum, where, in relation to teaching, the following can be posted: 1) general announcements and news by the teacher, and 2) requests for clarification and / or general information by the students.
|Farné, R.||Alberto Manzi: L'avventura di un maestro. (Edizione 1)||Bononia University Press||2011||ISBN 978-8-873-95575-7|
|Lozupone, E.||La pedagogia sociale nella contemporaneità. Temi e prospettive di sviluppo (Edizione 1)||Armando editore||2015||ISBN 978-88-6677-994-0|
|Riccardi, V.||L'educazione per tutti e per tutta la vita: Il contributo pedagogico di Ettore Gelpi (Edizione 1)||ETS||2014||ISBN 978-8-846-74087-8|
|Catarci, M.||Le forme sociali dell'educazione. Servizi, territori, società (Edizione 1)||Franco Angeli||2013||ISBN 978-8-820-45737-2|
|Bertolini, P., Caronia, L.||Ragazzi Difficili. Pedagogia interpretativa e linee d'intervento (Edizione 1)||Franco Angeli||2015||ISBN 978-8-891-71048-2|
The assessment of learning outcomes involves:
- the production of a paper
- an oral supplementary test
The paper must be submitted electronically, following the instructions that will be communicated by the teacher at the beginning of the course, at least 2 weeks in advance of the date of appeal in which the student intends to perform the oral supplementary examination.
The paper must have a length comprised between 10,000 and 12,500 characters, including spaces, but excluding bibliographic references and any appendixes.
The paper can take one of the following forms (at the choice of student):
- An essay that analyzes a pedagogical intervention (preventive or re-education) already in place, in order to evaluate its strengths and weaknesses, and the possibilities for improvement.
- An essay that present a possible pedagogical intervention (preventive or re-educative), in response to a certain situation of social marginality or discomfort.
- An essay that analyses, discusses or critically reflects on the knowledge gained through the study of a theme related to the teaching program.
OBJECTIVES OF THE ASSESSMENT
The paper is aimed at verifying:
- the ability to use and link the acquired knowledge;
- the ability to structure a written text;
- the ability to analyse and argument;
- the property of language;
- the ability to locate, use, and appropriately cite the sources of information.
The oral exam is intended to verify the depth and breadth of the knowledge gained in relation to the topics under consideration.