Scientific Disciplinary Sector (SSD)
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION
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.
Expected educational results
1. Knowledge of epistemological foundations of Social Pedagogy
2. Acquisition of awareness on the ties between individuals and society
4. Acquisition of Knowledge on the theory of Recognition
5. Acquisition of Knowledge on the Place of recognition: the family.
6. From families to ‘case-famiglia’.
7. Acquisition of Knowledge on ‘case-famiglia’.
8. Acquisition of professional competence: development of communicative-relational skills
9. Acquisition of awareness of one’s own communicative style.
The course is divided in two parts:
Part I: -
• Social Pedagogy
• Multicultural Society
• Society and Community
Part II -
• Recognition on educational context
• ‘Case famiglia’
• 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.)
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.
||Il riconoscimento. alle origini dell'aver cura nei contesti educativi.
||La Pedagogia degli Oppressi
||Organizzare le case famiglia. Strumenti e pratiche nelle comunità per minori
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.
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.