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. 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
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


Blezza Silvia

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Branchini Erika

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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

symbol email symbol phone-number 045/8028616

Fornari Giuseppe

symbol email symbol phone-number 045 8028053

Gamberoni Emanuela

symbol email symbol phone-number 045 802 8393

Landuzzi Maria Gabriella

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Lascioli Angelo

symbol email symbol phone-number +39 045802 8156

Lavelli Manuela

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Lonardi Cristina

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Loro Daniele

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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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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.

1 module among the following
Foreign language (B1 level)
activated in the A.Y. 2019/2020
1 module among the following
1 module among the following
1 module among the following
activated in the A.Y. 2020/2021
Final exam

1° Year 

1 module among the following
Foreign language (B1 level)

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

1 module among the following
1 module among the following
1 module among the following

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

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

Conoscere le principali teorie sul riconoscimento e sulla relazione oppresso/oppressore, riattualizzate alla luce delle forme da queste assunte nelle società contemporanee. Conoscere il ruolo fondativo della relazione riconoscitiva nei processi educativi, con particolare attenzione alle forme di misconoscimento che si manifestano in famiglia (maltrattamento e forme di negligenza familiare) e relativi modelli interpretativi. Conoscere il processo socio-storico-culturale e legislativo che ha portato alla nascita delle comunità per minori, i requisiti che una comunità per minori deve soddisfare e le competenze dell’educatore che in esse presta servizio. Saper riconoscere, individuare e analizzare forme di oppressione/misconoscimento presenti nella società contemporanea a livello macro, meso e micro. Saper riconoscere la presenza di relazioni caratterizzate da misconoscimento nei contesti educativi primari e saperne analizzarne sintomi, manifestazioni, fattori di rischio e fattori protettivi. Aver acquisito competenze comunicativo-relazionali con particolare riferimento a compiti e funzioni proprie dell’educatore in servizio presso comunità per bambini e adolescenti.


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 factors that characterise the experience of adolescents in the world today (e.g. in regard to the body, rules, awareness of boundaries, etc.).
7. Understand the issues and implications of correctional or therapeutic residential communities for young people (comunità per minori), as compared with in-family solutions.
8. Be familiar with the “casa-famiglia” model (family foster homes)

Part III (across all learning units)

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

Topics covered

 Multicultural Society
 Paulo Freire's “liberation pedagogy”
 Recognition
 Recognition in education contexts
 Families today
 Adolescens
 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 themes covered in the lessons (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

Gestione carriere

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.


Student login and resources