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.

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
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


Annechini Claudia

Cusinato Guido 045-802-8150

De Vita Antonietta 045 8028653

Di Nicola Paola +39 045 802 8040

Gecchele Mario +39 045802 8651

Girelli Claudio 045/8028628

Lascioli Angelo +39 045802 8156

Lavelli Manuela +39 045 802 8136
foto,  July 11, 2018

Longo Mario 045 8028393

Loro Daniele +39 045 802 8041

Messetti Giuseppina 045 8028780

Moro Valentina +39 045 802 8370

Mortari Luigina 045 802 8652

Panattoni Riccardo +39 045 802 8185

Pedrazza Monica +39 045 802 8131

Piasere Leonardo +39 045 802 8619

Pontrandolfo Stefania 045 802 8483

Portera Agostino +39 045802 8397

Scandola Michele +39 045 802 8407

Ubbiali Marco 045 802 8059

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.

One course to be chosen among the following
One course to be chosen among the following
One course to be chosen among the following
One course to be chosen among the following
Tirocinio - Training (-)
Prova finale - Final exam (-)

1° Year

One course to be chosen among the following
One course to be chosen among the following
One course to be chosen among the following

2° Year

One course to be chosen among the following
Tirocinio - Training (-)
Prova finale - Final exam (-)
Modules Credits TAF SSD
Between the years: 1°- 2°

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



Daniele Loro


Daniele Loro





Scientific Disciplinary Sector (SSD)



Sem. IIA, Sem. IIB

Learning outcomes

Educational objectives in relation to the professional profile of the pedagogue
The general educational purpose of teaching Ermeneutica pedagogica, in relation to the professional profile of the educator and the pedagogue, is to deepen the meaning of education, which is thought to be a great experience of "interpretation" and preceded and followed by a similar interpretative experience that happens every time a pedagogical reflection is made. Hence, the need for those who work in the field of education or reflects in pedagogical terms on it is to deepen the theme of hermeneutics and its multiple historical and philosophical articulations. Therefore, the general educational purpose is both of a cognitive and reflective nature, and of a methodological and operational nature, in that it urges the educator and the pedagogue to pay particular attention when at different stages of the educational activity emerges in the foreground the "interpretative" element, which invokes the interpreter (educator or pedagogist) to a greater understanding and consequently more effective planning and operational competence.
The fact that education can also be thought "also" as an interpretive experience explains the birth of this discipline, which lies within the historical relationship between education, pedagogy and philosophy, from which the disciplinary horizon represented by the "philosophy of education", of which pedagogical hermeneutics can be considered as a particular articulation and a specific cognitive deepening.
From the point of view of its cognitive status, pedagogical hermeneutics can be thought of as a form of "hermeneutics applied", that is, as a specific hermeneutical cognitive mode, referring to the educational and pedagogical field. Its application dimension will seek to clarify the assumptions and the different operational possibilities.

Specific educational objectives
On the basis of the "general" educational goal above, the course aims to achieve some "specific" learning goals expressed in the form of expected learning outcomes.

1) Knowledge and understanding skills.
At the end of the lessons the student will have to show that education can also be thought of as the result of an "experience of interpretation". Therefore, the student must show that he knows what it means to interpret, to know the history of hermeneutics (not just philosophical), and to understand the need for his reformulation in pedagogical terms. In connection with this, at the end of the course, the student will have a sufficient level of knowledge of hermeneutics, knowing that it is adequately contextualized in the context of his history, with particular regard to contemporary authors and contemporaries who have characterized him 'evolution.

2) Knowledge and understanding applied to educational and pedagogical work.
At the end of the lessons the student will have to show that he "translates" the acquired learning into the ability to understand, interpret, explain and communicate both a specific educational experience and "texts" and works of an educational value (eg books, paintings, pictures, films, other artistic and literary expressions). In this way, at the end of the course, the student will be able to integrate such knowledge, seemingly far from their own horizon because they refer to existential "distant" contexts within their own formative, cultural and professional baggage.

3) Autonomy of judgment.
At the end of the lessons, the student must demonstrate that they have the essential elements to start elaborating in a personal way a hermeneutical model, considered the most suitable to interpret the educational experience, respecting the constituent characteristics of the latter. At the same time, the student will be aware of having to enrich their research and action skills, assessing their cognitive possibilities and possible limitations.

4) 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, thanks to the acquisition of the thematic and conceptual heritage which is precisely of hermeneutics in general and pedagogical in particular.

5) Ability to continue learning.
At the end of the lessons the student should have understood that the hermeneutic approach to knowledge and its consequent translation into practical action necessitates an attitude of constant availability to always new experiences of comprehension and interpretation, aimed at reaching a vision as well as as complete as possible, faithful and appropriate to the educational reality we are dealing with. Hence the contribution to strengthening the idea of a permanent formation and an opening to research and professional, cultural and interdisciplinary dialogue.


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. Education as a hermeneutic problem
2. Definition of "hermeneutics" and elements of history of ancient and medieval hermeneutics
3. Genesis of modern hermeneutics and its climax in the theories of Schleiermacher and Dilthey
4. The hermeneutics of the twentieth century in Germany and France: Heidegger, Gadamer, Ricoeur
5. The hermeneutics of the twentieth century in Italy; Betti, Pareyson, Vattimo
6. From philosophical hermeneutics to pedagogical hermeneutics, understood as "applied hermeneutics"

The "monographic" part of the program presents an in-depth analysis of the methodological and applicative dimension of pedagogical hermeneutics.
From a didactic point of view, it in particular contributes to deepening the acquisition of the second, third and fifth training objectives.
1. Formulation of the methodological elements of pedagogical hermeneutics, both in educational practice and pedagogical reflection
2. Experiences of pedagogical hermeneutics in the interpretation of texts, paintings, images, movies, music, and more.

Teaching Mode
In the first part of the course the lessons will have a predominantly frontal character, but within them will be favored interventions, questions and short debates on topics from time to time addressed. In the second part, didactic activity will have a more participatory and laboratory, operational and colloquial character, particularly in the hermeneutic approach to the material to be interpreted.

Reference texts
Author Title Publishing house Year ISBN Notes
D. LORO "Fare ermeneutica pedagogica". Elementi metodologici e operativi (Dispensa) 2019
R. BACH Il gabbiano Jonathan Livingston Rizzoli, Milano 2012
A. DE SAINT-EXUPERY Il piccolo principe Bompiani, Milano 2005
D. LORO, Interpretare l'educazione, Introduzione all'ermeneutica pedagogica (Edizione 1) Edizioni Libreria Cortina, Verona 2016 9788877491978
PLUTARCO L'arte di ascoltare Arnoldo Mondadori, Milano 1995
M. ENDE Momo (Edizione 2) SEI, Torino 2011 9788805072385

Examination Methods

Exam Mode
The examination will take place in oral form and will be divided into two phases:
a) verifying the level of learning of the content of the program in relation to the specific training objectives. The evaluation of the oral test will focus on verifying the level of learning of what is specified in the specific training objectives. The questions will be of a descriptive type (to test content learning and understanding), of argument type (to test the ability to link and self-reflection on the content) and application type (to test the ability to think in concrete terms and operating the theoretical contents studied).
b) Presentation of a written report on the methodological objectives and material studied in relation to a practical experience of hermeneutics applied to education and pedagogical thinking. The report will be compiled according to the compositional scheme indicated by the teacher and will be sent to the teacher 7 days before the date set for the exam.

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 it is scientifically and didactically suitable for students enrolled in the academic years preceding to take the exam by carrying out the program of the current academic year, except for serious and motivated reasons, to be communicated in each case and beforehand to the teacher who will decide on the request.

Texts for the exam

For the general part: it is compulsory for all, attending and non-attending, the following two texts:
- D. Loro, Interpret education. Introduction to Educational Hearing, Verona ed. Libreria Cortina, 2016.
- D. Loro, "Make hermeneutic pedagogical". Methodological and operational elements, Lecture 2017-2018 (the text will be available only at the end of the course at the Ateneo stationery, Lungadige Porta Vittoria, 37.

For the monographic part and in-depth it is mandatory to choose one of the following texts:
- R. Bach, The Gull Jonathan Livingston, trad. Milan, ed. Rizzoli, various editions.
- A. De Saint-Exupery, The Little Prince, trad., Milan, ed. Bompiani, 2005 or other editions
- M. Ende, Momo, Torino, trad. it., ed. SEI, 2011, 6th reprint of 2014.
- Plutarch, The Art of Listening, trad., Milan, ed. Arnoldo Mondadori, 1995 and subsequent editions. Text can also be downloaded from the internet.
- Other texts may be indicated in lesson.


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.

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.



List of theses and work experience proposals

theses proposals Research area
Tesi - Contatto intergruppi online PSYCHOLOGY - PSYCHOLOGY
Tesi - Contatto intergruppi online Psychology - Psychology, Applied
Tesi - progetto ULISSE Psychology - Psychology, Applied
Psicoanalisi Psychology - Psychology, Psychoanalysis
Tesi - Contatto intergruppi online Psychology - Psychology, Social
Tesi - progetto ULISSE Psychology - Psychology, Social
Stage Research area
Tirocinio - contatto intergruppi online PSYCHOLOGY - PSYCHOLOGY
Tirocinio - contatto intergruppi online Psychology - Psychology, Applied
Tirocinio - progetto ULISSE Psychology - Psychology, Applied
Tirocinio - contatto intergruppi online Psychology - Psychology, Social
Tirocinio - progetto ULISSE Psychology - Psychology, Social

Student mentoring

Linguistic training CLA

Practical information for students

Stage e Tirocini

Per le altre attività formative (crediti F) sono previsti 9 cfu (pari a 225 ore) da acquisire solamente attraverso l’attività di tirocinio obbligatoria, a sua volta suddivisa in:
  • tirocinio indiretto (1 cfu: 25 ore di frequenza obbligatoria in università per il 75%) in preparazione dell’attività formativa sul campo;
  • tirocinio diretto (8 cfu), da svolgersi presso enti convenzionati.
L’ordinamento didattico della LM in Scienze pedagogiche prevede che il tirocinio indiretto a frequenza obbligatoria si svolga in università per il 75% nel secondo anno (1 CFU: 25 ore).
Il tirocinio indiretto consiste in un accompagnamento iniziale delle/degli studenti da parte dei tutor attraverso un percorso di formazione della durata di 25 ore.
La finalità di questo percorso è quella di preparare le/gli studenti alla particolare forma di apprendimento costituita dal tirocinio, 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 proveniente dal mondo professionale di educatori e pedagogisti, risponde alle esigenze costantemente espresse sia dalle/dagli studenti stessi sia dalle parti sociali che dai referenti degli enti convenzionati.

Nuove Linee Guida per il tirocinio di Scienze pedagogiche.

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

Gestione carriere

Area riservata studenti