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.

Study Plan

This information is intended exclusively for students already enrolled in this course.
If you are a new student interested in enrolling, you can find information about the course of study on the course page:

Laurea in Scienze psicologiche per la formazione - Enrollment from 2025/2026

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 enrollment year.

1° Year

ModulesCreditsTAFSSD
9
A
M-PED/01
Foreign language (B1 level) to be chosen between: English, French, German, Spanish
6
E
-

2° Year  activated in the A.Y. 2019/2020

ModulesCreditsTAFSSD
1 module to be chosen among the following
1 module to be chosen among the following
6
C
M-FIL/03
1 module to be chosen among the following

3° Year  activated in the A.Y. 2020/2021

ModulesCreditsTAFSSD
1 module to be chosen among the following
6
C
IUS/07
1 module to be chosen among the following
Training
9
F
-
Final exam
6
E
-
ModulesCreditsTAFSSD
9
A
M-PED/01
Foreign language (B1 level) to be chosen between: English, French, German, Spanish
6
E
-
activated in the A.Y. 2019/2020
ModulesCreditsTAFSSD
1 module to be chosen among the following
1 module to be chosen among the following
6
C
M-FIL/03
1 module to be chosen among the following
activated in the A.Y. 2020/2021
ModulesCreditsTAFSSD
1 module to be chosen among the following
6
C
IUS/07
1 module to be chosen among the following
Training
9
F
-
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.




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

Teaching code

4S00760

Coordinator

Marcella Milana

Credits

9

Language

Italian

Scientific Disciplinary Sector (SSD)

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

Period

Sem. 2A, Sem. 2B

Learning outcomes

General aims:
1. knowing and understanding the psychological theories that can explain the fundamental processes for individuals to function in, and adaptat to, their material and social environments;
2. knowing and understanding the pedagogical theories subsumed to learning processes and techniques for the training and development of individuals and of different working communities, and which take into account also to the processes of social and cultural inclusion;
3. applying pedagogical methodologies and techniques to the analysis of learning processes in vocational training and in the development of communities of practices;
4. choosing among, and applying, teaching methods and strategies that are suitable to response to personal and social needs, in diverse and complex training contexts.
5. Using legal, sociological, ethical and anthropological knowledge to the reading and understanding of diversity and migratory phenomena in order to favor and support processes of social and cultural inclusion.

Program

The curriculum is structured in 4 modules; Each module covers preparatory topics for the following modules:

Module 1: Conceptual bases
• What is social pedagogy?
• Historical considerations on the development of social pedagogy
• Marginity and deviance
• Community and territory

Module 2: Academic Writing
• Introduction to writing
• Describe, analyze, and argue
• Search, validity and appropriateness of sources of information

Module 2: Focus on 20th century educators
• The teacher Alberto Manzi (1927-1997)
• The philosopher of education Piero Bertolini (1931-2006)
• The educator Ettore Gelpi (1933-2002)

Module 4: Designing educational interventions
• Formal learning contexts (eg school)
• Non-formal learning contexts (eg youth centers)
• Informal learning contexts (eg media)
• Closed communities (eg prison)

TEACHING APPROACH

Teaching approach with Attending students consists of:
- frontal lessons devoted to the transmission of basic notions
- teacher-student interaction, devoted to the sharing and re-elaboration of previous knowledge, as well as the knowledge gained during the frontal lessons and the individual study
- projection and video viewing in the classroom
- work in small groups to be performed in the classroom, but with individual preparation / study by the students, according to the instructions given by the teacher.

Attending students are required to:
- ensure continuity of classroom attendance, and attend at least one lesson per week throughout the course,
- be present for the whole lesson (except under unforeseen circumstances).

The didactic approach with Non-attending students consists of:
- support for individual study and preparation for final examinations in meetings with the teacher, to be agreed at the request of the student (s), possibly during office hours.

All students (Attending and Non-attending) are required to enroll in the e-learning platform of the course in order to:
- have access to the teaching material that will be made available during the course,
- receive any updates and additional information about the course through your institutional email (@ studenti.univr.it),
- access to the forum, where, in relation to teaching, the following can be posted: 1) general announcements and news by the teacher, and 2) requests for clarification and / or general information by the students.

Reference texts
Author Title Publishing house Year ISBN Notes
Riccardi, V. L'educazione per tutti e per tutta la vita: Il contributo pedagogico di Ettore Gelpi (Edizione 1) ETS 2014 ISBN 978-8-846-74087-8
Catarci, M. Le forme sociali dell'educazione. Servizi, territori, società (Edizione 1) Franco Angeli 2013 ISBN 978-8-820-45737-2
Tramma, S. Pedagogia Sociale (Edizione 3) Guerini Scientifica 2018 8881074133
Bertolini, P., Caronia, L. Ragazzi Difficili. Pedagogia interpretativa e linee d'intervento (Edizione 1) Franco Angeli 2015 ISBN 978-8-891-71048-2

Examination Methods

The assessment of learning outcomes involves:
- the production of an essay
- an oral supplementary test

The essay must be submitted electronically, following the instructions that will be communicated by the teacher at the beginning of the course, at least 8 days in advance of the date of appeal in which the student intends to perform the oral supplementary examination.

The essay must have a length comprised between 10,000 and 12,500 characters, including spaces, but excluding bibliographic references and any appendixes.

The ssay can take one of the following forms (at the choice of student):
- Type 1: An essay that analyzes a pedagogical intervention (preventive or re-education) already in place, in order to evaluate its strengths and weaknesses, and the possibilities for improvement.
- Type 2: An essay that analyses, discusses or critically reflects on the knowledge gained through the study of a theme related to the teaching program.

OBJECTIVES OF THE ASSESSMENT

The essay is aimed at verifying:
- the ability to use and link the acquired knowledge;
- the ability to structure a written text;
- the ability to analyse and argument;
- the property of language;
- the ability to locate, use, and appropriately cite the sources of information.

The oral exam is intended to verify the depth and breadth of the knowledge gained in relation to the topics covered by the course.

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