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. 2020/2021

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 21, 2020 Oct 31, 2020
Sem. 1B Nov 9, 2020 Jan 9, 2021
Sem. 2A Feb 15, 2021 Apr 1, 2021
Sem. 2B Apr 14, 2021 May 29, 2021
Exam sessions
Session From To
Sessione d'esame invernale Jan 14, 2021 Feb 13, 2021
Sessione d'esame estiva Jun 7, 2021 Jul 24, 2021
Sessione d'esame autunnale Aug 23, 2021 Sep 18, 2021
Degree sessions
Session From To
Sessione di laurea estiva Jul 5, 2021 Jul 10, 2021
Sessione di laurea autunnale Nov 8, 2021 Nov 13, 2021
Sessione di laurea invernale Mar 28, 2022 Apr 1, 2022
Period From To
Festa di Ognissanti Nov 1, 2020 Nov 1, 2020
Festa dell'Immacolata Dec 8, 2020 Dec 8, 2020
Vacanze di Natale Dec 24, 2020 Jan 6, 2021
Vacanze di Pasqua Apr 2, 2021 Apr 6, 2021
Festa della liberazione Apr 25, 2021 Apr 25, 2021
Festa del lavoro May 1, 2021 May 1, 2021
Festa del Santo Patrono May 21, 2021 May 21, 2021
Festa della Repubblica Jun 2, 2021 Jun 2, 2021
Vacanze estive Aug 9, 2021 Aug 15, 2021

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


Alga Maria Livia

Bevilacqua Alessia Maria Aurora

Blezza Silvia +39 045802 8651

Branchini Erika;

Cantalupo Gaetano +39 045 812 7123

Carta Simona

Cecchi Sergio 0458028034

Cima Rosanna 0458028046

Dal Toso Paola 045/8028281

De Cordova Federica +39 045 802 8369

De Silvestri Donato

Dusi Paola 045/8028616

Fontecedro Laura

Fornari Giuseppe 045 8028053

Landi Licia

Landuzzi Maria Gabriella +39 045 802 8547

Lascioli Angelo +39 045802 8156

Lavelli Manuela +39 045 802 8136

Loro Daniele +39 045 802 8041

Majorano Marinella 0458028372

Messetti Giuseppina 045 8028780

Migliorati Lorenzo 045802 8135

Moro Valentina +39 045 802 8370

Ongaro Alessandro

Poli Albino 045 8027658

Porceddu Cilione Pier Alberto; 045 8028732

Portera Agostino +39 045802 8397

Rapanà Francesca + 39 045 802 84 66

Riggio Sara

Ronsivalle Gaetano Bruno 3462156236

Scandola Michele +39 045 802 8407

Sità Chiara 0039.045.8028572

Tingire Mirela

Tronca Luigi +39 045 8028075

Vicini Fabio +39 045 802 8789

Vit Rosanna

Viviani Debora 0458028470

Zoccatelli Barbara

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.

Modules Credits TAF SSD
Between the years: 2°- 3°
Direct training
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





Daniele Loro

The teaching is organized as follows:

Educazione degli adulti




Sem. 2A

Academic staff

Daniele Loro

Pedagogia del ciclo di vita




Sem. 2B

Academic staff

Daniele Loro

Laboratorio di pedagogia del ciclo di vita




See the unit page

Academic staff

See the unit page

Learning outcomes

Knowledge and understanding Module 1: Adult education 1. Know the main elements that characterize the complexity of adult life and the theories that deepen its meaning from a behavioral, psychological and existential point of view. 2. Know and understand the evolutionary dimension, present in adulthood, and the possibility of its being delineated in the direction of an ever-greater awareness of the meaning 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 are at the base of crisis, hardship, marginality and deviance situations, which characterize the existential personal experiences of young people and adults. Identification, in these cases, of the most appropriate educational intervention methods. Module 2: Life cycle education 1. Understanding of the double deep connection, of continuity and discontinuity, between all the ages of life; understanding a single age of life requires understanding other ages as well. 2. Know and understand that in every age of life we live, in different times and in different ways, all the dimensions that are proper to human existence. Module 3: Life cycle education laboratory 1. Understand that the desire of the human being is to live fully every age of life. 2. Reflect on the fact that the experiences of hardship, marginality and deviance are linked to experiences of lack or lack of positive experiences. Applying knowledge and understanding Module 1: Adult education 1. Apply the knowledge learned from the literature and related to specific problems on adult life, in order to contribute to developing educational projects that are adequately contextualized and close to common experiences. 2. Formulate educational methods of dialogue with adults, according to methods and projects that respect adults' desire for conscious learning that respects their own history and experience of reality. 3. Formulate projects and educational 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 youth to old age. Module 2: Life cycle education 1. Reflect on the analogies of meaning that are present in different ages of life, even if the ways in which we live are apparently quite different. 2. Search for direct or indirect, experiential or literary testimonies of how it is possible to communicate and share values and meanings between all ages of life, even with different languages and levels of understanding. Module 3: Life cycle education laboratory Understanding, through personal and group work, the use of memory, storytelling and reflection can be used to heal wounds, reconcile internal and interpersonal conflicts, and rediscover the sense of one's identity and dignity. 2. Experiment, through appropriate group activities, also in e-learning mode, how one would like to live in another age of life.


The teaching of Education in the ages of life is divided into three teaching modules: 1) Adult education; 2) Pedagogy of the life cycle; 3) Pedagogical workshops of the life cycle.
Each module has its own training objectives, its own contents and its own teaching methods, which are in turn attributable to a single overview:
The programmatic objectives, contents and organization of the teaching activity of the three modules are presented below in summary form. For a more complete view, please refer to the presentation of the individual modules.

Programmatic objectives
The programmatic objectives of the teaching, relating to the set of three modules that constitute it, are as follows:
• deepen the knowledge of adulthood through a careful understanding of its many individual and social aspects, and reflection on the existential meanings that characterize it;
• within a unitary and at the same time articulated vision of human existence, deepen the awareness that adulthood, in order to be fully understood and lived in a responsible way, requires to be analyzed not only for itself, but also in relation to all other ages of life, from infancy to old age;
• deepen the ability to synthesize between the "theoretical" part of the teaching contents, represented by the first two modules, and the "practical" part of the exercise, represented by the laboratory activity, which in turn is functional to the next direct internship experience.

Programmatic contents
The contents of the first module: Adult education, are divided into four main parts or themes:
• "epistemological" part: indicative reference to the foundations of a general theory of education, rethought according
to adulthood;
• "descriptive" part: indicative reference to an evolutionary view of the functions, processes and states of awareness
that characterize adulthood, from the young adult stage to the threshold of old age;
• "critical" part: indicative reference to an overall view of the problems, related to roles, experiences, choices and
socio-cultural contexts that mark the experience of each adult in various ways;
• "methodological" part: indicative reference to the "way" (methods and means) with which to address the specific
problems of adulthood, with the awareness of having to constantly adapt the educational action to the reality of the
adults with whom one works.
The contents of the second module: Pedagogy of the life cycle, are roughly articulated on some themes:
• identity and changes that characterize the cycle of human life in its evolution;
• continuity and discontinuity not only between the phases of human life but also within each of them, especially within adulthood;
• psychological elements that characterize the development phases of the life cycle;
• in-depth study of the transition from adulthood to old age and reflection, in particular, on the existential and educational significance of old age.
The contents of the third module: Life cycle laboratories, address different problems, all related to adult life. In common there is the methodological approach, aimed not only at deepening knowledge but also at researching "how" one could intervene from an educational point of view, to accompany the adults with whom one works along the search for a positive response to their problems. Some methodological elements that will be kept present in the laboratory activity:
• starting from the concrete experience of the adults you work with, for example through life stories, case studies, testimonies, videos;
• deepening the reflection on their problematic situations, with reference to texts or documents;
• research, through individual or group work, of elements for the formulation of a possible educational project.

Organization of didactic activity
The didactic organization of teaching is diversified in relation to the individual modules, in each of which the teaching method most appropriate to the contents of the modules will be chosen as a priority:
• In the first module, the theoretical element will prevail, typical of the traditional "frontal lesson". This element is justified by the need to present the contents related to adult life in the most conceptually correct and complete way. The frontal lesson may in some moments also take the form of a participatory lesson, useful for encouraging interventions, asking questions, formulating reflections and giving space to brief debates on the issues addressed from time to time;
• In the second module the element of "reflective" sharing will prevail, typical of a "participatory lesson" in which the teacher and students are simultaneously engaged in identifying the elements of continuity and difference between the ages of life, with the aim of search for the "specific" existential of each age, in particular of adulthood and the elderly, an essential element to recognize the existential value of each age of life.
• In the third module, the "experiential" element will prevail, typical of a "workshop activity" and group. From a methodological point of view, it is crucial to practice interpreting the specific adult experience in the light of the theoretical knowledge possessed, and then move on to the design phase.

Examination Methods

Texts for the exam
• To prepare the part of the exam relating to the first and second modules, in relation to the educational objectives
and programs listed above, it is necessary to study the texts, indicated as mandatory, presented within the respective
modules, to which reference is made. Other texts may be recommended for any personal in-depth analysis on
individual issues.
• For the preparation of the part of the exam relating to the third module, the texts to be studied consist of the
didactic material used during the workshop activity. Other material may also be indicated for further personal study.

Method of examination (except for any changes caused by the health emergency, which will be communicated in time)
• The exam concerning the first and second modules will be held simultaneously, in the manner of the written test,
lasting a maximum of 2 hours and 30 minutes. The written test will consist of a total of 5 open questions: four
questions will concern the contents of the first module; 1 question will concern the second module. The questions
will be differentiated not only for their content, but also for the logical / expository aspect. They could be
"descriptive", "conceptual", "argumentative", "applicative" and "critical" questions.
• The examination concerning the third module will normally take place in the form of the presentation of a "written
report" regarding the activity carried out during the laboratory. The drafting of the report can be carried out,
optionally, in the form of an individual or group work (max 4 people). Based on the time available, individual and
group reports (or only some of them, at the discretion of the teacher) may be presented in the classroom, in the
presence of the other participants in the workshop. At the end of the workshop all the reports, individual and group,
can be delivered to the teacher in person and in paper format or sent by email to the teacher, in PDF format.

Methods of evaluating the exam and composing the final score
• The final exam score will result from the sum of the scores acquired in the three modules, distributed among the three modules in proportion to the number of credits attributed to each module.
• The evaluation of the three exams will take place in the same way, that is, by articulating the score on the basis of four levels of judgment: Sufficient - Fair - Good - Excellent, as follows:
─ Adult education (6 credits): 21 points out of 30 (Suff. 18; Disc. 19; Good 20; Excellent 21).
─ Pedagogy of the life cycle (2 credits): 6 points out of 30 (Suff. 3; Disc. 4; Good 5; Excellent 6).
─ Laboratory of pedagogy of the life cycle: (1 credits): 3 points out of 30 (Suff. 0,5; Disc. 1; Good 2; Excellent 3).


Reference texts
Author Title Publishing house Year ISBN Notes
D. LORO Il lavoro educativo con le persone adulte. Elementi epistemologici, esperienziali e metodologici 2021
A. Canevaro, Nascere fragili. Processi educativi e pratiche di cura EDB, Bologna 2015 9788810558317
D. De Leo, M. Trabucchi (a cura di) Nemica solitudine. Analisi e proposte per contrastare la solitudine dell'anziano Il Poligrafo, Padova 2019 9788893870795
D. LORO Riconoscere il significato della propria vita. Il compito e la responsabilità dell’età anziana 2021 Dispensa

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.



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
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

Gestione carriere

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.


Linguistic training CLA

Student mentoring

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.