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.

A.A. 2017/2018

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.

Academic calendar

Course calendar

The Academic Calendar sets out the degree programme lecture and exam timetables, as well as the relevant university closure dates..

Definition of lesson periods
Period From To
Sem. IA Sep 25, 2017 Nov 11, 2017
Sem. IB Nov 13, 2017 Jan 20, 2018
Sem. IIA Feb 26, 2018 Apr 21, 2018
Sem. IIB Apr 23, 2018 Jun 9, 2018
Exam sessions
Session From To
Sessione Invernale Jan 22, 2018 Feb 24, 2018
Sessione Estiva Jun 11, 2018 Jul 28, 2018
Sessione Autunnale Aug 27, 2018 Sep 22, 2018
Sessione Straordinaria Jan 14, 2019 Feb 16, 2019
Degree sessions
Session From To
Sessione Estiva Jul 16, 2018 Jul 21, 2018
Sessione Autunnale Nov 12, 2018 Nov 17, 2018
Sessione Primaverile Apr 1, 2019 Apr 6, 2019
Holidays
Period From To
All Saints Day Nov 1, 2017 Nov 1, 2017
Immaculate Conception Dec 8, 2017 Dec 8, 2017
Christmas break Dec 22, 2017 Jan 7, 2018
Easter break Mar 30, 2018 Apr 3, 2018
Liberation Day Apr 25, 2018 Apr 25, 2018
Labour Day May 1, 2018 May 1, 2018
Patron Saint Day May 21, 2018 May 21, 2018
Republic Day Jun 2, 2018 Jun 2, 2018
Summer break Aug 13, 2018 Aug 18, 2018

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.

Exam calendar

Should you have any doubts or questions, please check the Enrolment FAQs

Academic staff

A B C D G L M N P R S T

Bertazzoni Cristina

cristina.bertazzoni@univr.it

Blezza Silvia

silvia.blezzapicherle@univr.it +39 045802 8651

Burro Roberto

roberto.burro@univr.it +39 045 802 8911

Capiluppi Claudio

claudio.capiluppi@univr.it 045/802.8621

Cecchi Sergio

sergio.cecchi@univr.it 0458028034

Cima Rosanna

rosanna.cima@univr.it 0458028046

Dal Toso Paola

paola.daltoso@univr.it 045/8028281

De Cordova Federica

federica.decordova@univr.it +39 045 802 8369

De Silvestri Donato

donato.desilvestri@univr.it

Dusi Paola

paola.dusi@univr.it 045/8028616

Gamberoni Emanuela

emanuela.gamberoni@univr.it 045 802 8391

Garbellotti Marina

marina.garbellotti@univr.it 045802 8403

Landuzzi Maria Gabriella

mariagabriella.landuzzi@univr.it +39 045 802 8547

Lascioli Angelo

angelo.lascioli@univr.it +39 045802 8156

Lavelli Manuela

manuela.lavelli@univr.it +39 045 802 8136

Lazzarin Gianmarco

gianmarco.lazzarin@univr.it 045 802 8391

Lonardi Cristina

cristina.lonardi@univr.it 045/8028360
foto,  July 11, 2018

Longo Mario

mario.longo@univr.it 045 8028393

Loro Daniele

daniele.loro@univr.it +39 045 802 8041

Majorano Marinella

marinella.majorano@univr.it 0458028372

Melotto Federico

federico.melotto@univr.it; federicomelotto@hotmail.com

Migliorati Lorenzo

lorenzo.migliorati@univr.it 045802 8135

Nicolini Andrea

andrea.nicolini.uni@gmail.com - andrea.nicolini@univr.it

Pelgreffi Igor

igor.pelgreffi@univr.it

Pontrandolfo Stefania

stefania.pontrandolfo@univr.it 045 802 8483

Porceddu Cilione Pier Alberto

pieralberto.porcedducilione@univr.it; pierre_pordd@yahoo.it 045 8028732

Portera Agostino

agostino.portera@univr.it +39 045802 8397

Ronsivalle Gaetano Bruno

gaetanobruno.ronsivalle@univr.it 3462156236

Sità Chiara

chiara.sita@univr.it 0039.045.8028572

Stoffella Marco

marco.stoffella@univr.it +39 045802 8376

Tronca Luigi

luigi.tronca@univr.it +39 045 8028075

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 enrolment year.

CURRICULUM TIPO:
ModulesCreditsTAFSSD
9
A
(M-PED/01)
A course to be chosen among the following
6
B
(M-STO/01)
6
B
(M-STO/02)
Foreign language (B1 level)
ModulesCreditsTAFSSD
A course to be chosen among the following
6
A
(M-FIL/03)
A course to be chosen among the following
6
B
(SECS-S/05)
A course to be chosen among the following
Training (-)
12
F
-
ModulesCreditsTAFSSD
9
B
(M-PED/03)
A course to be chosen among the following
6
C
(M-PED/01)
Final exam (-)
6
E
-

1° Year

ModulesCreditsTAFSSD
9
A
(M-PED/01)
A course to be chosen among the following
6
B
(M-STO/01)
6
B
(M-STO/02)
Foreign language (B1 level)

2° Year

ModulesCreditsTAFSSD
A course to be chosen among the following
6
A
(M-FIL/03)
A course to be chosen among the following
6
B
(SECS-S/05)
A course to be chosen among the following
Training (-)
12
F
-

3° Year

ModulesCreditsTAFSSD
9
B
(M-PED/03)
A course to be chosen among the following
6
C
(M-PED/01)
Final exam (-)
6
E
-
Modules Credits TAF SSD
Between the years: 1°- 2°- 3°

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.




SPlacements in companies, public or private institutions and professional associations

Teaching code

4S00720

Teacher

Daniele Loro

Coordinatore

Daniele Loro

Credits

6

Scientific Disciplinary Sector (SSD)

M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION

Language

Italian

Period

Sem. IB dal Nov 13, 2017 al Jan 20, 2018.

Learning outcomes

General training objective, in relation to the professional profile of the educator
The general educational purpose of adult education teaching, in relation to the professional profile of the educator, working in particular in community services is to help understand the overall sense of an age of life, which emerges both in relation to problems of the adult age, both in relation to the other ages of life, especially in the youth and the elderly. The centrality of adulthood in the context of a human community is due to the fact that adults in many ways and in various ways represent the existential paradigm of reference for other ages and more generally for intergenerational relationships.

Specific learning objectives
In relation to the general educational objective mentioned above, the course aims to achieve some specific goals, expressed in the form of expected learning outcomes.

1st goal: Knowledge and understanding skills.
At the end of the lessons the student will have to show that he knows and understands the complexity of adult life, both in his tiring evolution towards an increasingly aware and mature adulthood, as well as in the multiple forms he can take in relation to personal and social experiences. Through this understanding experience, the student will be able to understand more easily why adults can be in difficult situations, but there are also adults who can overcome the difficulties through a greater understanding of the meaning of their own existence.

2nd goal: knowledge and understanding applied to educational work.
At the end of the lessons the student will be able to understand and interpret the various manifestations of adult life from the point of view of what education can do to activate or strengthen the various factors of growth and deepening, retrieval and conservation which are present in the various and complex phases of adult life: from the advent of the young adult into adult life until the gradual passage of the adult into the direction of old life. Hence the possibility of formulating possible pedagogical methods of meeting and dialogue with adults, according to methodologies suitable for their reality.

3rd goal: Judgment autonomy.
At the end of the lessons, the student will have to show that it is clear that working with adults involves educators in the ability to take on the responsibility of thinking, planning and acting wherever they work, never having them, especially with adults, as with young people and seniors, two very similar educational situations.

4th Goal: Communicative Skills.
At the end of the lessons, the student will have to show that he has expanded and deepened his linguistic and communicative skills through the acquisition of the thematic and conceptual heritage that is precisely the existential experience of adults. In particular, he must show that he understands that working with adults requires the ability to speak with expressive clarity and personal conviction with the life experience of each adult.

5th goal: ability to continue learning.
At the end of the lessons the student will have to show that he understands that, as is the case with the educational work related to the other ages of life, knowledge of adults and their experiences is never ended; On the contrary, the more it deepens and the more there appear in it the great existential questions, which in their essence are not different from those that the human being puts - in different ways and with different languages - in all ages of life.

Program


The "general" part of the program presents the basic disciplinary content, aimed at achieving the expected training objectives.
From the didactic point of view, learning the basic disciplinary content concerns directly the first two training objectives; Successive goals are pursued indirectly both through content learning and through classroom activity
1. Adult life as a problem: the faces of adult crises
2. Who are the adults: theories and existential analysis
3. Become an adult: an identical and always different path
4. Deep dynamism, inward to adult life.
5. Adult life: a life "between" opposite realities
6. Educational paths with adults in difficulty

The "monographic" part of the program presents an in-depth study of the methodological and applicative dimension of pedagogical hermeneutics.
1. An "adult" reality?
2. Adult experiences of fragility, suffering and discomfort

Teaching Mode
The lessons will be predominantly a frontal, but within them will be favored interventions, questions and short debates on topics from time to time addressed

Bibliografia

Reference texts
Author Title Publishing house Year ISBN Notes
C. SECCI I giovani, il dolore e la crescita Junior- Spaggiari 2017 9788884348012
E. BORGNA La fragilità che è in noi Einaudi 2014 9788806221874
E. LUPPI Pedagogia e terza età Carocci 2008 9788843044870
G. ZAGREBELSKY Senza adulti Einaudi 2016 9788806229139
D. LORO Vita adulta e questioni educative (Dispensa) 2018

Examination Methods

Texts for the exam
For the preparation of the exam are obligatory for all, attending and not frequent, 3 texts: two compulsory for all, attending and non-attendants; one of your choice.
Required texts:
- D. Loro, Adult Life and Educational Issues. Lecture a. to. 2017- 2018 (the text will be available in January at the "Ateneo" stationery, Lungadige Porta Vittoria, 37th www.ateneovr.it).
- E. Borgna, The fragility that is in us, Turin, ed. Einaudi, 2014.

A text you choose from among the following:
- G. Zagrebelsky, Without Adults, Turin, ed. Einaudi, 2016.
- E. Luppi, Pedagogy and Senior Citizens, Rome, ed. Carocci, 2008 (reprint 2014).
- C. Secci, Young People, Pain and Growth. Culture, Education, Educational Perspectives, Parma, ed. Junior - Spaggiari, 2017.
Exam Mode
The objective of the exam is to verify the presence of students in an adequate level of learning of the contents of the program and of the acquisition of the objectives and competences required by the specific training objectives.
The exam will take the form of a written test of 2 hours and 30 minutes. The written test will consist of:
• 9 closed-ended questions aimed at verifying the learning of general content aspects;
• 3 questions centered on the definition of the most important concepts; there are questions aimed at verifying the learning of the structural nodes of the issues addressed;
• 1 request for an understanding of a written text taken from the examination material; the application is aimed at verifying the ability to understand a written text;
• 3 open-ended questions aimed at verifying the descriptive and argumentative capacity in relation to the content studied.

Questions are assigned the following score:
 9 closed-ended questions: 1 point for each correct answer;
 3 concept definitions: max. 3 points;
 1 request for understanding the text; max. 3 points;
 3 open answer questions: max. 4 points.
The ability to communicate effectively will also be evaluated by the quality of the written composition, which must be corrected graphically, grammatically and syntactically.
To ensure the connection, as required by the "Diploma Supplement" (Diploma Supplement) document, between the Examination Program and the academic year in which the student submits the exam, and since each year the course program is deepened and updated in its contents, compared to the programs of previous years, it is culturally and didactically appropriate that students enrolled in the academic years preceding pass the examination by carrying out the program of the current academic year, except for serious and motivated reasons, to be communicated in any case and in advance to the teacher.

Type D and Type F activities

Modules not yet included

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.

Practical information for students


Gestione carriere


Stage e Tirocini

Le ulteriori attività formative (crediti F) sono interamente coperte dall’attività di tirocinio “indiretto” (1 cfu) da svolgersi nel secondo anno e di tirocinio “diretto” (14 cfu) da svolgersi presso enti convenzionati per un numero complessivo di 15 cfu (375 ore). Chi è iscritta/o al curriculum servizi per l’infanzia è tenuta/o a svolgere il tirocinio presso nidi e servizi per la prima infanzia per almeno il 50% delle ore.
Il tirocinio professionalizzante (375 ore, pari a 15 cfu), è obbligatorio sia nella sua forma diretta che indiretta.
Il tirocinio indiretto, della durata di 25 ore a frequenza obbligatoria al 75%, si svolge in Università per 20 ore e in forma di lavoro individuale per 5 ore e consiste in un accompagnamento iniziale delle/degli studenti da parte dei tutor attraverso un percorso formativo 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, risponde alle esigenze costantemente espresse sia dalle/dagli studenti stessi sia dalle parti sociali che dai referenti degli enti convenzionati.
Il tirocinio diretto si propone di raggiungere i seguenti obiettivi:
  • fare esperienza diretta di attività professionali, che richiedono un livello di preparazione al lavoro educativo;
  • approfondire in particolare il rapporto tra preparazione teorica, acquisita mediante lo studio, ed esperienza pratica, tra mondo del sapere e della cultura e mondo del lavoro e delle professioni;
Al termine del tirocinio diretto lo studente deve presentare una relazione scritta, nella modalità concordata con il tutor accademico.

Nuove Linee Guida per il tirocinio di Scienze dell'educazione.

Per altre informazioni in merito alle procedure per svolgere il tirocinio, è possibile contattare l'Ufficio Stage e Tirocini.

Attachments


Linguistic training CLA


Student mentoring


Graduation

Attachments

List of theses and work experience proposals

theses proposals Research area
Tesi - Contatto fisico intergruppi Psychology - Psychology
Tesi - Contatto fisico intergruppi Psychology - Psychology
Tesi - Contatto fisico intergruppi Psychology - Psychology
Tesi - Contatto fisico intergruppi Psychology - Psychology, Applied
Tesi - Contatto fisico intergruppi Psychology - Psychology, Social
Ambienti e contesti di lavoro con minori Various topics
Analisi dei personal network di sostegno Various topics
comunicazioni relative alla tesi Various topics
Il teatro come contesto educativo Various topics
I processi di globalizzazione culturale nella società contemporanea Various topics
La social network analysis applicata allo studio dei contesti educativi Various topics
L'educatore ed i progetti europei Various topics
L'impegno associativo in ambito educativo Various topics
Politiche sociali e contesti educativi Various topics
Progetti di collaborazione con le istituzioni scolastiche Various topics
PROPOSTE TESI AMBITO GEOGRAFICO Various topics
Scuola e capitale sociale Various topics
Stage Research area
Tirocinio - Contatto fisico intergruppi PSYCHOLOGY - PSYCHOLOGY
Tirocinio - Contatto fisico intergruppi Psychology - Psychology, Applied
Tirocinio - Contatto fisico intergruppi Psychology - Psychology, Social

Further services

I servizi e le attività di orientamento sono pensati per fornire alle future matricole gli strumenti e le informazioni che consentano loro di compiere una scelta consapevole del corso di studi universitario.