Scientific Disciplinary Sector (SSD)
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION
General aims: 1. knowing and understanding the pedagogical theories that can explain the fundamental processes for individuals to function in, and adapt 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. SPECIFIC TRAINING OBJECTIVES The course aims to provide the necessary theoretical and practical bases to analyse the conditions of social marginality and deviance and to assess the potentials of pedagogical interventions, both preventive and rehabilitative, in contexts of formal, non-formal and informal learning. At the end of the course students will be able to: know and understand the main factors affecting marginality and deviance of individuals and groups; contribute to the design of pedagogical interventions or to their improvement through the exercise of autonomous judgement and with appropriate communication styles.
The course offers an introduction to Social Pedagogy as a specific area of theoretical reflection and educational practice.
Consistently with the learning outcomes, the teaching pays attention to the areas of interest of Social Pedagogy, with reference to the understanding of the processes of marginalization of individuals and groups and the spaces and educational potential to promote learning aimed to:
1) Promote the development of inclusive communities of citizens, independent of their socio-economic characteristics;
2) Prevent potential (economic, physical, mental, relationship) discomfort of which individuals and / or social groups could become carriers and / or producers (towards others);
3) Rehabilitate individuals and / or social groups identified as carriers of hardship to exercise a conscious and responsible citizenship, with particular attention to minors and adults in prison.
Teaching will cover the following interrelated thematic areas:
➢ The disciplinary position of Social Pedagogy:
• What characterises Social Pedagogy
• The historical developments of Social Pedagogy
➢ The areas of interest of Social Pedagogy:
• The processes of marginalization and social exclusion
• Deviance as a situated phenomenon
• The concept and types of ‘community’
• Territory as a space for educational intervention
➢ The places where Social Pedagogy can be enacted:
• Formal learning contexts (e.g. school)
• Non-formal learning contexts (e.g. youth centers)
• Informal learning contexts (e.g. the media)
• Closed communities (e.g. prison)
➢ The theoretical and practical contributions to Social Pedagogy of 3 Italian educators of the twentieth century:
• The teacher Alberto Manzi (1927-1997)
• The philosopher of education Piero Bertolini (1931-2006)
• The educator Ettore Gelpi (1933-2002)
1. At the beginning of the course, all students (attending and non-attending) are required to register on the e-learning platform.
2. At the beginning of the course, the books indicated below will be supplemented by additional study material. Detailed information will be provided via the e-learning platform.
3. Within the limits allowed by the measures related to the Covid-19 emergency, educational activities will be proposed during the course to be carried out independently or in groups, in which students will be required to:
a) Employ the concepts acquired during the course to real life situations, based on personal knowledge and experiences and / or through a dedicated search for information.
b) Independently search, select, read and summarise a book chapter or academic article (in Italian or foreign language) relating to one of the topics covered during the course.
The assessment of the learning outcomes will be done through a written exam that will focus on all the reference texts as well as on the supplementary study material.
The written exam consists of two parts:
• Part 1 consists of multiple-choice questions. Each question has multiple answer alternatives of which only one is correct. Each correct answer will be awarded 1 point; for each wrong answer 1 point will be subtracted; no point will be awarded for unanswered questions.
• Part 2 consists of an open question with a thematic focus, the answer to which involves the development of a short argumentative text (of about 500 words).
The written exam aims to verify:
• The acquired knowledge and concepts exposed in the scientific literature under examination;
• The deep understanding of the knowledge and concepts acquired;
• The ability to use and connect the acquired knowledge;
• The analytical and argumentative abilities;
• The property of language, with particular reference to the concepts of the academic discipline under examination.