General aims: 1. knowing and understanding the pedagogical theories that can explain the fundamental processes for individuals to function in, and adapt to, their material and social environments; 2. knowing and understanding the pedagogical theories subsumed to learning processes and techniques for the training and development of individuals and of different working communities, and which take into account also to the processes of social and cultural inclusion; 3. applying pedagogical methodologies and techniques to the analysis of learning processes in vocational training and in the development of communities of practices; 4. choosing among, and applying, teaching methods and strategies that are suitable to response to personal and social needs, in diverse and complex training contexts. 5. Using legal, sociological, ethical and anthropological knowledge to the reading and understanding of diversity and migratory phenomena in order to favor and support processes of social and cultural inclusion. SPECIFIC TRAINING OBJECTIVES The course aims to provide the necessary theoretical and practical bases to analyse the conditions of social marginality and deviance and to assess the potentials of pedagogical interventions, both preventive and rehabilitative, in contexts of formal, non-formal and informal learning. At the end of the course students will be able to: know and understand the main factors affecting marginality and deviance of individuals and groups; contribute to the design of pedagogical interventions or to their improvement through the exercise of autonomous judgement and with appropriate communication styles.
The curriculum is structured in 4 modules; Each module covers preparatory topics for the following modules:
Module 1: Conceptual bases
• What is social pedagogy?
• Historical considerations on the development of social pedagogy
• Marginality and deviance
• Community and territory
Module 2: Academic Writing
• Introduction to the argumentative text
• Describing, analysing, and arguing
• Search, validity and appropriateness of the sources of information
Module 3: Some 20th century educators
• The teacher Alberto Manzi (1927-1997)
• The philosopher of education Piero Bertolini (1931-2006)
• The educator Ettore Gelpi (1933-2002)
Module 4: The contexts for social pedagogical intervention
• Formal learning contexts (eg. school)
• Non-formal learning contexts (eg. youth centres)
• Informal learning contexts (eg. media)
• Closed communities (eg. prison)
1. All students are required to enrolling in the e-learning platform of the course in order to.
2. At the beginning of the course, the Reference Books indicated below will be supplemented by additional study material. Further details will be provided through the e-learning platform of the course.
|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|
|Manzi, A.||Non e' mai tropo tardi. Testamento di un maestro||EDB||2017||978-88-10-56775-3|
|Bertolini, P., Caronia, L.||Ragazzi Difficili. Pedagogia interpretativa e linee d'intervento (Edizione 1)||Franco Angeli||2015||ISBN 978-8-891-71048-2|
|Canevaro, A., Manzi, G. Volpi, D., Farnè, R.||Un maestro nella foresta. Alberto Manzi in America Latina||EDB||2017||978-88-10-55841-6|
|Cornacchia, M., Tramma, S. (a cura di)||Vulnerabilità in età adulta. Uno sguardo pedagogico||Carocci||2019||9788843096077|
The assessment of learning outcomes involves:
- the production of an essay
- an oral supplementary test
The essay must be submitted electronically, following the instructions that will be communicated by the teacher through a dedicated "course news", at least 14 days in advance of the date of appeal in which the student intends to perform the oral supplementary examination.
The essay must have a length comprised between 10,000 and 12,500 characters, including spaces, but excluding bibliographic references and any appendixes.
The essay can take one of the following forms (at the choice of student):
- Type 1: An essay that analyses a pedagogical intervention (preventive or re-education) already in place, in order to evaluate its strengths and weaknesses, and the possibilities for improvement.
- Type 2: 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 essay 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 covered by the course.