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. 2018/2019

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. 1A Sep 24, 2018 Nov 10, 2018
Sem. 1B Nov 19, 2018 Jan 12, 2019
Sem. 2A Feb 18, 2019 Mar 30, 2019
Sem. 2B Apr 8, 2019 Jun 1, 2019
Exam sessions
Session From To
Sessione Invernale Jan 14, 2019 Feb 16, 2019
Sessione Estiva (Gli esami sono sospesi durante la Sessione di laurea) Jun 3, 2019 Jul 27, 2019
Sessione Autunnale Aug 26, 2019 Sep 21, 2019
Degree sessions
Session From To
Sessione Estiva Jul 8, 2019 Jul 13, 2019
Sessione Autunnale Nov 4, 2019 Nov 9, 2019
Sessione Invernale Mar 30, 2020 Apr 4, 2020
Holidays
Period From To
Festa di Ognissanti Nov 1, 2018 Nov 1, 2018
Festa dell’Immacolata Dec 8, 2018 Dec 8, 2018
Vacanze di Natale Dec 22, 2018 Jan 6, 2019
Vacanze di Pasqua Apr 19, 2019 Apr 23, 2019
Festa della liberazione Apr 25, 2019 Apr 25, 2019
Festa del lavoro May 1, 2019 May 1, 2019
Festa del Santo Patrono - S. Zeno May 21, 2019 May 21, 2019
Festa della Repubblica Jun 2, 2019 Jun 2, 2019
Vacanze Estive Aug 12, 2019 Aug 17, 2019

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

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

Lonardi Cristina

cristina.lonardi@univr.it 045/8028360

Loro Daniele

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

Macor Laura Anna

lauraanna.macor@univr.it 045 802 8686

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)
1 module among the following
6
B
(M-STO/01)
6
B
(M-STO/02)
Foreign language (B1 level)
6
E
-
ModulesCreditsTAFSSD
1 module among the following
6
A
(M-FIL/03)
1 module among the following
6
B
(SECS-S/05)
1 module among the following
Training
12
F
-
ModulesCreditsTAFSSD
9
B
(M-PED/03)
1 module among the following
6
C
(M-PED/01)
Final exam
6
E
-

1° Year

ModulesCreditsTAFSSD
9
A
(M-PED/01)
1 module among the following
6
B
(M-STO/01)
6
B
(M-STO/02)
Foreign language (B1 level)
6
E
-

2° Year

ModulesCreditsTAFSSD
1 module among the following
6
A
(M-FIL/03)
1 module among the following
6
B
(SECS-S/05)
1 module among the following
Training
12
F
-

3° Year

ModulesCreditsTAFSSD
9
B
(M-PED/03)
1 module 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. 1B dal Nov 19, 2018 al Jan 12, 2019.

Learning outcomes

PRELIMINARY REMARK
The "specific" training objectives can be seen beyond the "general" courses of the study program, at the address "Community Educational Services". Therefore, the training objectives are also thought of as the "expected learning course" at the end of the lessons.

Expected learning outcomes, in relation to KNOWLEDGE AND UNDERSTANDING
1. To know the main elements that foresee the duration of life and the theories that deepen the point from the existential point of view and in particular from the educational one.
2. To know and understand the evolutionary dimension, present also in adulthood, and the possibility of its delineation in the direction of a greater simplicity of the sense of one's social role and of one's existential task, also in relation to the other ages of life.
3. Understand the problematic nature of the experiences that underlie the experiences of fragility, discomfort, marginality and deviance, which incorporate the personal experiences of young people and adults. Identification, in these cases, of the most adequate modalities of educational intervention.

Expected learning outcomes, in relation to RESEARCH CAPACITY, KNOWLEDGE AND UNDERSTANDING
1. To apply the knowledge learned from the literature and related to specific problems on adult life, in order to contribute to elaborate detailed educational projects.
2. Formative modalities of dialogue with adults, according to the methods and respect of adults of a conscious and respectful learning of their own history and of their experience of reality.
3. Formulate educational projects and interventions aimed at strengthening the essential elements for a reactivation of the process of recovery and development of one's own existential path, which characterizes adulthood, from the youth to the elderly age.

Program

FIRST PART: who are the adults?
The first part of the program aims to put the necessary cognitive preliminary remarks and then proceed in the knowledge and understanding of the essential disciplinary contents.
 Adult life "between" the ages of human life.
 The distinction between "role", adulthood "and" person ".
 Adult life as a "problem"; the many faces of adult crises.
 Looking for a more articulate and complex way of thinking about adulthood and its problems.

SECOND PART: becoming adults.
The second part of the program aims to deepen the initial knowledge and try to understand the deepest dynamics, present in the life of an adult, whose awareness could be important for the rediscovery of the sense of being adults.
 Being adults and becoming adults: existential theories and analysis.
 From a social adulthood to a personal adulthood: the role of choices and life passages.
 The gradual understanding of the presence of a "hidden logic" among the events of one's own existence.
 The awareness of a dual dimension of adult life: a life lived towards "the outside" and a life lived towards "the inside".
 At the root of the situation of difficulties and discomfort of adults: the inability to reconcile opposites?

THIRD PART: adulthood, experience of maturation and lifestyle.
The third part of the program aims to identify how "realized" adult life can manifest itself, in order to have a reference to try better to understand why it is "difficult" to be adults and to live as adults.
 The generative, non-pathological and unitary dimension of adult life.
 The risk of the "disappearance" of adults and its most negative implications.
 The discovery of the fragility of adult life and the responsibility to understand its meaning.

FOURTH PART: educational work for and with adults.
The fourth part of the program aims to recall some methodological elements that are essential for an educator who works with adults, including young adults and the elderly.
 Does it make sense to talk about educational work with adults?
 The necessary conditions for starting a process of adult change.
 An educational work between some general principles and many different applications.
 Some methods of educational work with adults.

ORGANIZATION OF THE DIDACTIC ACTIVITY
The lessons will take place keeping in mind some teaching methods that will alternate according to the needs connected to the program:
 the "frontal lesson", for the presentation of conceptually more important or more difficult contents;
 the "participated" and workshop lesson, in relation to the moments of classroom dialogue between students and teacher and collaboration between the students;
 The "dialoguing lesson", useful for encouraging interventions, asking questions and giving space to brief debates on the issues discussed each time;
 The "seminar lesson", with the intervention of some professional educator who works in specific areas of work with young people, adults and the elderly,
 The lesson in "e-learning" mode; if it is necessary, the e-learning platform will been used to load educational material.

Bibliografia

Reference texts
Author Title Publishing house Year ISBN Notes
A. M. MARIANI DIVENTARE ADULTI. FORMAZIONE E NUOVI MODELLI PER CONTRASTARE LA SCOMPARSA DELL'ADULTO Unicopli 2014
D. LORO Educare "tra" le età della vita. Compiti, responsabilità e significati della vita adulta 2019 Dispensa
I. LIZZOLA L'educazione nell'ombra. Educare e curare nella fragilità Carocci 2013
D. LORO Vita adulta e questioni educative (Dispensa) 2018

Examination Methods

TEXTS FOR THE EXAM
To reach the learning objectives listed above it is necessary to study three texts, compulsory for all, attending and not frequent:
 D. Loro, Adult life and educational issues. Lecture note a. to. 2018-2019 (the text will be available in January, at
the "Ateneo" stationery shop, Lungadige Porta Vittoria, 37. www.ateneovr.it).
 I. Lizzola, Shadow education. Educating and caring in fragility, Rome, ed. Carocci, 2013, pp. 7-66.
 E. Borgna, The fragility that is in us, Turin, ed. Einaudi, 2014.

Suggested texts for those who may have a personal experience:
 E. Luppi, Pedagogy and third age, Rome, ed. Carocci, 2008 (reprint 2014).
A, M. Mariani, Become adults. Training and new models to counter the disappearance of the adult, Milan, ed.
Unicopli, 2014, pp. 9-151.
 F. Togni, The "invention" of adolescence. Rituality, modesty, tenderness and "delayed adulthood", Rome, ed.
Studium, 2016.
 G. Zagrebelsky, Without adults, Turin, ed. Einaudi, 2016.

MODALITIES OF THE WRITTEN TEST
The objective of the exam is to verify the presence in the students of an adequate level of learning of the contents of the program and of the acquisition of the objectives and competences foreseen by the specific training objectives.
The exam will take place in the form of the written test, with a maximum duration of 3 hours. The written test will consist of four parts, for each of which differentiated methods are provided, with different evaluation objectives:
 Part A): 1 question to understand a written text: to demonstrate the ability to understand the meaning of a passage taken from the texts studied, to identify the conceptually most important sentence and to justify this choice.
 Part B) 6 multiple choice questions, aimed at verifying the learning of the basic content aspects, present in the texts studied.
 Part C) 3 questions focused on defining the most important concepts present in the texts studied; they are questions aimed at verifying the learning of the structural nodes of the issues addressed;
 Part D) 4 open-ended questions, aimed at verifying the argumentative and exhibition capacity in relation to the contents studied.
The answers are assigned the following score:
 Part A) 1 application for understanding the text; max. 3 points;
 Part B) 6 multiple choice questions: 1 point for each correct answer; 0.50 for a partially correct answer, -0.50 for the wrong answer;
 Part C) 3 questions related to definitions of concepts: max. 3 points for each answer;
 Part D) 4 open-answer questions: max. 3.5 points per response.

The ability to communicate effectively will also be assessed through the quality of the written composition, which must be corrected from a graphic, grammatical and syntactical point of view. The correctness of the exhibition, in the contents and in the exhibition form, will be explicitly evaluated as an incentive element for the final vote. A task that presents itself as disordered and incorrect in the contents or in the exhibition form will be penalized in the final vote.

As required by the "supplement to diploma" document, it is necessary to guarantee the connection between the exam program and the academic year in which the student takes the exam. Since each year the program of the course is deepened and updated in its contents, compared to the programs of previous years, it is culturally and didactically opportune that students enrolled in the previous academic years will take the exam bringing the program of the current academic year. If there are serious reasons, which prevent you from taking the exam with the program scheduled for that particular academic year, you need to present the problem to the teacher before preparing to take the exam.




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.

Linguistic training CLA


Gestione carriere


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

Practical information for students


Student mentoring


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


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.