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


Blezza Silvia

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Burro Roberto

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Capiluppi Claudio

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Cecchi Sergio

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Cima Rosanna

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Dal Toso Paola

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De Cordova Federica

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De Silvestri Donato

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Dusi Paola

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Gamberoni Emanuela

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Garbellotti Marina

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Landuzzi Maria Gabriella

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Lascioli Angelo

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Lavelli Manuela

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Lonardi Cristina

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Loro Daniele

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Macor Laura Anna

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Foto_Fede,  November 3, 2020

Melotto Federico

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Migliorati Lorenzo

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Nicolini Andrea

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Pelgreffi Igor

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Pontrandolfo Stefania

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Porceddu Cilione Pier Alberto

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Portera Agostino

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Ronsivalle Gaetano Bruno

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Sità Chiara

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Stoffella Marco

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Tronca Luigi

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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.

A course to be chosen among the following
Foreign language (B1 level)
activated in the A.Y. 2018/2019
A course to be chosen among the following
A course to be chosen among the following
A course to be chosen among the following
Training (-)
activated in the A.Y. 2019/2020
A course to be chosen among the following
Final exam (-)

1° Year 

A course to be chosen among the following
Foreign language (B1 level)

2° Year   activated in the A.Y. 2018/2019

A course to be chosen among the following
A course to be chosen among the following
A course to be chosen among the following
Training (-)

3° Year   activated in the A.Y. 2019/2020

A course to be chosen among the following
Final exam (-)
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.

S Placements in companies, public or private institutions and professional associations

Teaching code



Paola Dusi


Paola Dusi





Scientific Disciplinary Sector (SSD)



Sem. 1A, Sem. 1B

Learning outcomes


Given the inherently changeable nature of social contexts, and their immediate impact, if we wish to identify educational needs as they arise and promote a pedagogically significant response that can stimulate the capabilities of individuals/citizens, it is vital that we remain fully cognisant of the changes that are taking place. Social pedagogy has a number of ultimate objectives, from combatting situations characterised by marginalisation and difficulty, and increasing the agency of individuals and their participation in social activities, to the promotion of an educative society, and others too numerous to list here. Social pedagogic theory and practice is underpinned by an awareness of the systemic nature of both the lives of individuals and the wider society in which they live, and the importance of satisfying the demand for education that we witness, again, at the level of both the individual and that of the social group.
Society and community are tightly interwoven aspects of an individual’s life: a person 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.

Required learning outcomes: acquisition of knowledge and abilities
1st descriptor: Knowledge and Understanding

1. Familiarity with the principal theories of recognition and relationships between oppressor and oppressed in light of the forms these processes assume in contemporary societies.
2. An understanding of the foundational function of relationships of recognition within education settings, with particular consideration of the forms of misrecognition found in family settings (mistreatment and forms of negligence) and relative interpretive models.
3. Familiarity with the social, historical, cultural and legislative processes that led to the institution of supportive, correctional or therapeutic residential communities for young people (comunità per minori), the requirements that these communities must meet, and the competences required by the educators that work in them.

2nd descriptor: Understanding and application of acquired knowledge
1. The ability to recognise, identify and analyse forms of oppression/misrecognition as they occur in contemporary society at macro-, meso- and micro-levels.
2. The ability to detect the presence of relationships characterised by misrecognition in primary education contexts, and to analyse the relative symptoms, manifestations, risk factors and protections.
3. Acquisition of communicative-relational competences, with particular focus on the specific duties and function of educators in residential communities for young children and adolescents.



In order to fully benefit from the course, students should already have a basic grasp of pedagogic and education theories, and be familiar with the principal methods and techniques used in education research.

Expected educational outcomes

By the end of the course, students will be expected to:
Part I

1. Show an understanding of the political dimensions of existence, and cultivated greater personal agency: education as awareness-raising (increased awareness of oppression in contemporary contexts).
2. Understand the tenets of Recognition Theory – the need for recognition

Part II
3. Demonstrate an understanding of the family as a “place of recognition”
4. Be familiar with the main interpretive and theoretical models of the contemporary family.
5. Understand the fundamental constitutive dimensions of relationships of recognition in education contexts (family, school, residential communities).
6. Understand the issues and implications of correctional or therapeutic residential communities for young people (comunità per minori), as compared with in-family solutions.
7. Be familiar with the “casa-famiglia” model (family foster homes)

Part III (across all learning units)

8. Develop and demonstrate related communicative-relational skills (professional competences):
9. Develop and demonstrate an awareness of their own, personal communicative style.
10. Develop and demonstrate communicative skills (listening, decentring, reflective practice)

Topics covered

• Social Pedagogy
• Multicultural Society
• Paulo Freire's “liberation pedagogy”
• Recognition
• Recognition in education contexts
• Families today
• Residential communities for young people (comunità per minori)
• Family foster homes (case-famiglia).
• Professional competences: communicative-relational skills

Teaching methods and learning settings

Traditional lectures using additional materials (slides, video clips, extracts from government publicaitons, other texts, etc.), individual exercises (personal skills and competences) and group exercises (case studies, interviews, etc.); invited speakers (accounts from experts and professional educators); group discussions (micro and macro-groups).


Part. I
1. P. Freire, Pedagogia degli oppressi, Ega, Torino, 2004.
2. P. Dusi, Il riconoscimento nei contesti educativi, F. Angeli, Milano, 2017.

Part II
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.

Part III
There is no bibliography related to this module

The Bibliography applies equally to the programmes for attending students and for non-attending students. Additional recommendations will be provided to attending students during the course of the lessons and research activities.

Teaching Materials
The course uses the Moodle platform to allow students to download certain course materials (e.g. PowerPoint presentations, handouts, further reading, interview templates, etc.)

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

Learning outcomes will be assessed using two methods:

1) A written test with 5 structured, open questions on the texts indicated in the exam reading list.

2) Group-research project on the topic of educator competences in learning settings (to be agreed with the lecturer based on the student’s degree programme). The project should take the form of an empirical micro-study based on semi-structured interviews with education professionals. The interviews will be based on a template/process developed over the course of the lessons, and may be videoed. The written research report will consist of an argumentative essay through which the student(s) examines, analyses, and develops an interpretation of the collected data using methods, information and theory covered in the lessons and prescribed reading materials, and any other sources identified by the student him/herself.
The study report should include a cover page (containing: the student’s first and last name, ID number, degree course title, 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, with footnotes and a final bibliography.
The student should submit both a paper and electronic copy of the essay.

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 (out of 30) will be the sum of these two scores.

Marks will be awarded on the basis of the following criteria:

For the written test:

- The extent to which the answers address the questions, and the extent and quality of the theoretical learning demonstrated;
- The extent to which the student is able to offer a personal reflection on the material studied and his/her ability to reconcile theory and practice;
- The command of specialist terminology appropriate to the field 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 analysis of collected data, the lessons attended and bibliographical sources.

Students with disabilities or specific learning disorders (SLD), who intend to request the adaptation of the exam, must follow the instructions given HERE

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: only in this way will you be able to receive notification of all the notices from your teachers and your secretariat via email and soon also via the Univr app.



List of theses and work experience proposals

theses proposals Research area
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
Scuola e capitale sociale Various topics

Linguistic training CLA

Student mentoring

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.


Gestione carriere

Student login and resources