Teaching code

4S008185

Teacher

Rosanna Cima

Coordinator

Rosanna Cima

Credits

6

Language

Italian

Scientific Disciplinary Sector (SSD)

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

Period

Sem. 2A dal Feb 13, 2023 al Mar 30, 2023.

Lessons timetable Moodle Seminars 0

Learning objectives

Knowledge and understanding 1. Know the essential features of the pedagogist's professional profile and understand the complexity of the functions and areas in which the pedagogical work manifested. 2. Define the concept of "fragility" and its semantic extension, which involves social contexts and processes, ages and life choices, personal beliefs and cultural values. 3. Understand that educational work and pedagogical knowledge are also "fragile" practices, but awareness of this dimension can be an element of strength and not of professional weakness. Applying knowledge and understanding 1. Identify what could be the "new fragilities" that emerge not only from the economic and social world, but also from the sphere of relationship life and from the crisis of meaning horizons. 2. Knowing how to recognize and deepen the many "faces" of fragility by looking for the cause in the loss of one's individual, social and cultural identity. 3. Develop pedagogical research projects and consequent educational interventions starting from a positive vision of fragility, understood as an existential condition that is at the bottom of every age of life.

Prerequisites and basic notions

Basic knowledge of the pragmatics of human communication

Program

The teaching proposes a view of educational counselling as research and training in understanding and awareness of the knowledge of experience.
We will learn about the different meanings and models of educational counselling, highlighting historical matrices, developments and current areas of application.
The intention of the teaching is to acquire a 'mobile' thinking and doing capable of identifying approaches that accommodate the complexities and uniqueness of experiences in different educational contexts.
The lessons will be devoted to exploring two closely related themes
- the first concerns the theme of 'fragility' understood as a constitutive element of each person's life and as a culturally constructed interpretative aspect.
- The second concerns the person of the pedagogist in his or her role as a counsellor; ample space will be given to the practice of 'starting from oneself', of one's own positioning as an element on which to orientate the relationship with the other in both individual and group counselling situations.
Contents
The different models of educational counselling
The approach to a 'mobile' educational counselling able to read fragilities in the light of the different cultural sensitivities present in educational realities.
The positioning of the counsellor oriented by the feminism of difference, in particular, we will explore 'starting from oneself', the practice of 'thinking in presence', feeling in the relationship with the other.
Making the tension between need, fragility, vulnerability generative in a horizon of 'empowerment' of people.
Educational counselling as 'third space'/middle ground and political practice.
Through the exposition and analysis of concrete experiences we will explore some working contexts of educational counselling, focusing on the care of narratives as one of the tools of the educational counsellor.
objectives
- To build knowledge about theories and models of educational counselling.
- To develop awareness of the situated positioning of the counsellor.
- To learn the basics of the narrative dimension as a tool of educational counselling and a possibility for transformation and healing of individual, team and institutional stories.
Orientano le lezioni alcuni brani tratti dal libro: QUESTO IMMENSO NON SAPERE di Chandra Livia Candiani, Einaudi.
USEREMO I SEGUENTI TESTI:
1. Salomone I., Secondo me. Saggio autobiografico sulla consulenza pedagogica Vol I, Amazon, 2019.
2. Simeone D., La consulenza educativa. Dimensione pedagogica della relazione d’aiuto, Milano: Vita e Pensiero, 2011 (da p. 13 a p. 46).
3. Manuela Palma (a cura), Consulenza Pedagogica e Clinica Della Formazione, Franco Angeli, 2017.

2 LIBRI A SCELTA TRA:
- Formenti Laura, Formazione e trasformazione. Un modello complesso, Cortina, 2017.
-Teresa Punta, Segnali di vita. Diari di bordo dalla scuola. Pratiche di vita nella Patagonia Argentina, ed. Junior, 2021.
- Maria Livia Alga, Rosanna Cima, (a cura di), Allargare il cerchio. Pratiche per una comune umanità, Progedit, 2020.
- Maria Livia Alga, Rosanna Cima (a cura), Culture della maternità e narrazioni generative, Franco Angeli, 2022.
- Rosanna Cima, Attraverso lo sguardo. Per una pedagogia dell’incontro, Carocci, 2019.
- Rosanna Cima, Pratiche narrative per una pedagogia dell'invecchiare, Franco Angeli, 2014.

Didactic methods

Teaching methods
Classroom work involves the active participation of students and the creation of working groups.
- Interactive theoretical lectures
- Testimonies from expert pedagogues
- Experimentation with tools on the theme of storytelling and listening
- Analysis of complex educational situations: the circle of care
Didactic materials available on moodle: videos, slides, articles and essays of general and particular interest according to the training questions of the participants.
Participation in the lessons is recommended. Non-attending students follow the same syllabus as attending students. The lecturer is available for any clarification regarding the teaching.

Learning assessment procedures

The examination will be oral, discussing the theoretical parts of the study texts and lectures.
Optional: an additional 2 points will be added to the oral assessment if a written essay by a maximum of 3 students will be submitted, relating to the writing of the ethnographic diary on the course experience. Specific instructions will be given during the first lesson (which will be recorded and made available to all students).

Evaluation criteria

Students are required to demonstrate that they
- have acquired the fundamentals of educational counselling related to study texts and lectures
- have acquired a basic awareness of the positioning of the educational counsellor and the posture of being in research
- to be able to identify the transversal aspects that guide knowing how to know in and from experience
- to be able to critically and self-critically analyse the counselling situations presented in the lessons
- formulating arguments related to the teaching topics in a critical, proactive way, highlighting doubts, reading counselling questions in a 'mobile' and non-dogmatic way

Criteria for the composition of the final grade

The evaluation of the oral examination is in thirtieths
Students who submit a written paper may add +2 points to their oral assessment grade.

Exam language

italiano