Teaching code

4S008418

Teacher

Agostino Portera

Coordinator

Agostino Portera

Credits

9

Language

Italian

Scientific Disciplinary Sector (SSD)

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

Period

Sem. 2A, Sem. 2B

Lessons timetable Moodle Seminars 0

Learning objectives

Knowledge and understanding 1. Knowing and understanding problems, theories, processes, meanings and actors of educational relationship in multicultural contests. 2. Understanding the epistemological, methodological and teaching aspects of intercultural education and distinction with other approaches. 3. Knowing the historical development of Intercultural Education in Italy, Europe and overseas; 4. Recognizing the educational and cultural needs of the immigrants and understanding both the educational dimensions in contexts of marginality and exclusion, and the categorization processes related to the formation of stereotypes and prejudices. Applying knowledge and understanding 1. Knowledge related with expressing own opinion, reflections and evaluations, according with the complexity of the contemporary world. 2. Identifying, in the concrete educational situations, the theoretical and methodological elements that are essential to build intercultural educational projects. 3. Being able to translate the theoretical reference criteria of intercultural education into the ability of listening and dialog in interpersonal and group relations. 4. Learning of acquisition of processes, learning and working methods in social and cultural heterogeneous contexts.

Prerequisites and basic notions

The course does not need any particular prerequisites.

Program

1. Development of intercultural pedagogy as a response to globalization and complexity: - development of transcultural pedagogy in overseas countries and in Europe; - development of multicultural pedagogy in overseas countries and in Europe; - development of intercultural pedagogy in overseas countries, in Europe and in Italy. 2. Stereotypes, prejudices, intercultural education in the Italian school: - epistemological aspects of transcultural pedagogy; - epistemological aspects of multicultural pedagogy; - epistemological aspects of intercultural pedagogy; - recognition of stereotypes and prejudices. 3. Implementation of intercultural educational projects in different contexts. - educational projects of intercultural pedagogy at school; - educational projects of intercultural pedagogy in the family; - educational projects of intercultural pedagogy in civil society.

Bibliography

Didactic methods

Classroom meetings include the use of lectures, group discussions and exercises in small groups. To prepare for the exam, students must use the following texts. general part:
- PORTERA, A. Educazione e pedagogia interculturale, Mulino, Bologna, 2022 (può essere sostituito da: PORTERA, A. Globalizzazione e pedagogia interculturale, Erickson, Trento, 2006.)
parte monografica
- PORTERA, A., MILANI M. (a cura di) Competenze interculturali e successo formativo, ETS Edizioni, Pisa, 2019.
- PORTERA, A., Tesori sommersi. Emigrazione, identità, bisogni educativi interculturali, F. Angeli, Milano, 2018.
- PORTERA, A. & GRANT, C.A., (2017) (edit). Intercultural Education and Competences for the Global World, Newcastle: Cambridge Scholars Publishing. (Può essere sostituito da: PORTERA, A, LA MARCA, A., CATARCI, M., Pedagogia interculturale, La Scuola, Brescia, 2015.)
The course will be supported by specific theoretical-practical exercises, which will form an integral part of the program. 'exam. To deepen this practical part, it will be necessary to use one of the following texts (which must not have been used for other exams):
- MACINAI, E. Pedagogia interculturale. Mondadori, Milano, 2020.
- *MILANI, M., A scuola di Competenze interculturali. Franco Angeli, Milano, 2017.
- *PORTERA, A., ALBERTINI G., LAMBERTI S., Disabilità dello sviluppo, educazione e Cooperative Learning. Un approccio interculturale. F. Angeli, Milano, 2015.
- *PORTERA, A. Manuale di pedagogia interculturale. Laterza, Roma-Bari, 2017 (4 ed.).
- *GIUSTI, M., Teorie e metodi di pedagogia interculturale. Utet, Roma, 2017
- PORTERA A and GRANT C.A. (edit). Intercultural Education and Competences for the Global World. Newcastle, Cambridge Scholars Publishing, 2017.
- PORTERA, A., Educazione interculturale in famiglia. La scuola, Brescia, 2004.
- LAMBERTI S., Cooperative learning, CEDAM, Padova, 2006.
- PORTERA, A., DUSI, P. (a cura di), Neoliberalismo, Educazione e Competenze interculturali. Franco Angeli, Milano, 2016.
- *AA.VV., Competenze interculturali, Franco Angeli, Milano, 2013.
- AA.VV., Pedagogia interculturale in Italia e in Europa. Vita e Pensiero, Milano, 2003.
- *AA.VV., Educazione interculturale alla cittadinanza. Carocci, Roma, 2008.
- LAMBERTI, S., MILANI, M., OLIVIERI. N., Cooperare per apprendere insieme. Verona, 2016
- LAMBERTI, S., Apprendimento cooperativo e educazione interculturale. Erickson, Trento, 2010.
- GUIDETTI, B., Educazione e pedagogia interculturale in azienda. Franco Angeli, Milano, 2008.
- SANTERINI, M., Il racconto dell’altro. Carocci, Roma, 2008.
- CORTE, M., Comunicazione e giornalismo interculturale. CEDAM, Padova, 2006.
- MILANI, M., A scuola di Competenze interculturali. Franco Angeli, Milano, 2017.
- GARDNER H., Sapere per comprendere. Feltrinelli, Milano, 1999.
- PORTERA, A., La pedagogia interculturale nella teoria e nella pratica. CEDAM, Padova, 2000
- FAVARO, G. & FUMAGALLI, M. (a cura di), capirsi diversi. Idee e pratiche di mediazione interculturale. Carocci, Roma, 2004
- *AA.VV., Educazione interculturale nel contesto internazionale. Guerini, Milano, 2006.
- FIORUCCI M., PINTO MINERVA F., PORTERA A. (a cura di), Gli alfabeti dell’intercultura. Edizioni Ets, Pisa, 2017
- SANTERINI, M., La scuola della cittadinanza. Laterza, Bari, 2010.
- NIGRIS, E. (a cura di), Pedagogia e didattica interculturale. Pearson, Milano, 2015.
* text recommended for non-attending students.

Learning assessment procedures

The educational and evaluation learning modalities will be communicated at the beginning of the lessons. The exam aims at verifying the level of achievement of the educational objectives previously mentioned. The exam is oral on all the textbooks.

Evaluation criteria

During the test the knowledge of the exam program, the critical-reflective capacity with respect to the concepts and theories that are exposed, the use of the correct pedagogical language, the ability to connect theories and concepts to hypotheses of practical prefigurations will be verified.

Criteria for the composition of the final grade

Oral interview lasting approximately 20 '. The texts to be studied are the same for attending and non-attending students, as well as for Erasmus students. Vote in thirtieths.

Exam language

italiano (o inglese)