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

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

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

4S003489

Teacher

Paola Dusi

Coordinatore

Paola Dusi

Credits

9

Scientific Disciplinary Sector (SSD)

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

Language

Italian

Period

Sem. IA, Sem. IB

Learning outcomes

Syllabus

Given the inherently changeable nature of social contexts, and their immediate impact, careful observation of the changes taking place is vital if we are to identify educational needs as they arise and promote a pedagogically significant response that can stimulate the capabilities of individuals/citizens. The discipline of social pedagogy has a number of ultimate objectives: combatting situations characterised by marginalisation and difficulty, increasing participation in social activities and the agency of the individual, the promotion of an educative society, and others too numerous to list here. It extends its field of enquiry in the full awareness of the systemic nature of human societies and the life of the individual, and conscious of the need to respond to the demand for education on the part of both individuals and social groups.
Society and community are tightly interwoven aspects of a person’s life: he or she exists in relational circles and sociocultural contexts. They mould the individual’s mindset and it is within them that he or she seeks to be recognised. The family is the primary context in which certain processes take place: recognition, the formation of identity and relations, the process of learning to live with others and to be concerned with the world as it is shared with other people. When the family is not able to fulfil its educative responsibilities, society identifies other contexts in which it is possible to intervene and offer care, protection and instruction.

Program

Expected educational results

Part I

1. Knowledge of epistemological foundations of Social Pedagogy
2. Acquisition of awareness on the ties between individuals and society
3. .
4. Acquisition of Knowledge on the theory of Recognition

Part II
5. Acquisition of Knowledge on the Place of recognition: the family.
6. From families to ‘case-famiglia’.
7. Acquisition of Knowledge on ‘case-famiglia’.

Part III
8. Acquisition of professional competence: development of communicative-relational skills
9. Acquisition of awareness of one’s own communicative style.



Contents

The course is divided in two parts:

Part I: -
• Social Pedagogy
• Multicultural Society
• Society and Community
• Recognition

Part II -

• Recognition on educational context
• Families
• ‘Case famiglia’
Part III
• Professional competence: communicative-relational skills
• Communicative styles

Teaching methods and learning settings

Traditional lectures using additional materials (slides, video clips, extracts from government documents, other texts, etc.), individual exercises (personal skills and competencies) and group exercises (case studies, interviews, etc.)



Bibliography


1. P. Freire, Pedagogia degli oppressi, Ega, Torino, 2004.
2. P. Dusi, Il riconoscimento nei contesti educativi, F. Angeli, Milano, 2017.
3. M. Saglietti, Organizzare le case famiglia. Strumenti e pratiche nelle comunità per minori. Carocci, Roma, 2012.
4. P. Dusi, Una storia esemplare ‘Parada’. Dispensa a cura della docente.

This Bibliography applies equally to the programs for attending students and for non-attending students. Additional recommendations will be provided to attending students during the course of the lessons.



Bibliografia

Reference texts
Author Title Publishing house Year ISBN Notes
Dusi, Paola Il riconoscimento. alle origini dell'aver cura nei contesti educativi. Franco Angeli 2016
Paulo Freire La Pedagogia degli Oppressi Ega 2002 8876704345
Marzia Saglietti Organizzare le case famiglia. Strumenti e pratiche nelle comunità per minori Carocci 2012

Examination Methods

Exams:
Learning outcomes will be assessed using two methods:

1) A written test with structured, open questions on the texts indicated in the exam reading list.

2) Group research on the themes presented during the lesson (to be agreed upon with the professor based on the educational program). The written research report will consist of an argumentative essay through which the student examines and analyzes the as presented in the bibliography texts, exploring the subject in the form of an empirical micro-study conducted with “educatori” (semi-structured interviews). The process for conducting the interviews will be developed over the course of the lessons.
The study report should include a cover page (containing: the student’s first and last name, ID number, major, employment position, e-mail and telephone number); the central part of the essay should comprise a brief summary; introduction, analysis of the data and conclusion.
The essay should be subdivided into sections, footnotes and a final bibliography.
The student should submit both a paper and electronic copy of the essay.
The micro-study must provide clear evidence of learning by citing the texts indicated in the bibliography and other texts identified during the research process, and by providing a personal interpretation of, and reflection on, the lessons attended, bibliographical sources, and the research conducted.


Assessment Criteria

The assessment result will be expressed as a score out of a possible thirty marks
- A maximum of 20 (twenty) marks will be available for the written test;
- The final report is worth up to 10 (ten) marks;
- The final result will be the sum of these two scores.
Marks will be awarded on the basis of the following performance criteria:
For the written test:

- extent to which the answers address the questions, the value of the theoretical material acquired;
- demonstration of personal reflection on the material studied and the ability to reconcile theory and practice;
- command of specialist terminology pertaining to the sector in question;
- correct grammar and syntax.

For the study report:
The micro-study must provide clear evidence of learning:
- by discussing the methods and processes used to administer the interviews;
- by citing the texts indicated in the bibliography and other texts identified during the research process,
- by providing a personal interpretation of, and reflection on, the lessons attended, bibliographical sources, and the analisys of collected data.

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.

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

Gestione carriere


Practical information for students


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


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.