Teaching code

4S006145

Credits

9

Coordinator

Giuseppe Longo

Language

Italian

Scientific Disciplinary Sector (SSD)

L-FIL-LET/10 - ITALIAN LITERATURE

Moodle Seminars 0

The teaching is organized as follows:

Learning objectives

Obiettivi formativi modulo 1: FONDAMENTI DELLA LETTERATURA ITALIANA

Conoscenza e comprensione

SCUOLA DELL’INFANZIA
Course description and learning goals
The course aims at allowing students to attain basic methodological and epistemological mastery as far as literary text teaching at preschool and primary school is concerned. Students will learn the fundamentals of literary theory, in particular structural analysis and contextualization of literary texts.
Additionally, through this educational path students will be acquainted with the reading-related neurocognitive processes connected with text comprehension and interpretation. Students will clearly understand how literature enforces emotional competence, empathy and other mentalistic and prosocial insights, also favouring an intercultural vision of reality. In this sense attention will be focused on teaching updated didactic methods and tools suitable for reading literary texts, and on creating models of knowledge aimed at teaching. From this perspective literary text teaching will be connected with the field of developmental language processes, of mother tongue based language education and related skills.
These models will highlight the educational value of research in the field of literature, focusing on the interaction between different branches of knowledge and psycho-pedagogic competencies, which can promote correct professional practices.
SCUOLA PRIMARIA
Course description and learning goals
The course aims at allowing students to attain basic methodological and epistemological mastery as far as literary text teaching at preschool and primary school is concerned. Students will learn the fundamentals of literary theory, in particular structural analysis and contextualization of literary texts.
Additionally, through this educational path students will be acquainted with the reading-related neurocognitive processes connected with text comprehension and interpretation. Students will clearly understand how literature enforces emotional competence, empathy and other mentalistic and prosocial insights, also favouring an intercultural vision of reality. In this sense attention will be focused on teaching updated didactic methods and tools suitable for reading literary texts, and on creating models of knowledge aimed at teaching. From this perspective literary text teaching will be connected with the field of developmental language processes, of mother tongue based language education and related skills.
These models will highlight the educational value of research in the field of literature, focusing on the interaction between different branches of knowledge and psycho-pedagogic competencies, which can promote correct professional practices.

Conoscenza e capacità di comprensione applicate

SCUOLA DELL’INFANZIA
Course topics
Teaching italian language according to the National Guidelines provided in the ministerial decree No. 254 dated 16/11/2012 (Official Gazette No. 30 dated 05/02/2013). Literature and literariness. The text and the reader: from structuralism to aesthetics of reception.Factors of literary communication and text analysis. Literary institutes. Modular didactics with reference to didactics based on short modules and multimedia didactics. Literacy and cognitive processes. Neurocognitive processes connected with text reading, reading comprehension and reading interpretation. Objectives, goals, and contents of literary education in the curriculum of mother tongue teaching at pre-school and primary school. Anthological study of literary texts consistent with didactic approaches to preschool and primary education. Didactic strategies and methodologies suitable to approach literary texts in order to promote the attainment of reading competencies (analysis, comprehension, interpretation, and contextualization) coherent with educational psychology. Literature, didactics, and psychology: motivational, metacognitive, emotional, and intercultural aspects. Literature and anthropological approach: from the “surroundings” of text to its informed conscious fruition in the classroom and in the other settings connected with child education.
SCUOLA PRIMARIA
Course topics
Teaching italian language according to the National Guidelines provided in the ministerial decree No. 254 dated 16/11/2012 (Official Gazette No. 30 dated 05/02/2013). Literature and literariness. The text and the reader: from structuralism to aesthetics of reception.Factors of literary communication and text analysis. Literary institutes. Modular didactics with reference to didactics based on short modules and multimedia didactics. Literacy and cognitive processes. Neurocognitive processes connected with text reading, reading comprehension and reading interpretation. Objectives, goals, and contents of literary education in the curriculum of mother tongue teaching at pre-school and primary school. Anthological study of literary texts consistent with didactic approaches to preschool and primary education. Didactic strategies and methodologies suitable to approach literary texts in order to promote the attainment of reading competencies (analysis, comprehension, interpretation, and contextualization) coherent with educational psychology. Literature, didactics, and psychology: motivational, metacognitive, emotional, and intercultural aspects. Literature and anthropological approach: from the “surroundings” of text to its informed conscious fruition in the classroom and in the other settings connected with child education.

Obiettivi formativi modulo 2: DIDATTICA DELLA LETTERATURA ITALIANA

Conoscenza e comprensione

SCUOLA DELL’INFANZIA
Course description and learning goals
The course aims at allowing students to attain basic methodological and epistemological mastery as far as literary text teaching at preschool and primary school is concerned. Students will learn the fundamentals of literary theory, in particular structural analysis and contextualization of literary texts.
Additionally, through this educational path students will be acquainted with the reading-related neurocognitive processes connected with text comprehension and interpretation. Students will clearly understand how literature enforces emotional competence, empathy and other mentalistic and prosocial insights, also favouring an intercultural vision of reality. In this sense attention will be focused on teaching updated didactic methods and tools suitable for reading literary texts, and on creating models of knowledge aimed at teaching. From this perspective literary text teaching will be connected with the field of developmental language processes, of mother tongue based language education and related skills.
These models will highlight the educational value of research in the field of literature, focusing on the interaction between different branches of knowledge and psycho-pedagogic competencies, which can promote correct professional practices.
SCUOLA PRIMARIA
Course description and learning goals
The course aims at allowing students to attain basic methodological and epistemological mastery as far as literary text teaching at preschool and primary school is concerned. Students will learn the fundamentals of literary theory, in particular structural analysis and contextualization of literary texts.
Additionally, through this educational path students will be acquainted with the reading-related neurocognitive processes connected with text comprehension and interpretation. Students will clearly understand how literature enforces emotional competence, empathy and other mentalistic and prosocial insights, also favouring an intercultural vision of reality. In this sense attention will be focused on teaching updated didactic methods and tools suitable for reading literary texts, and on creating models of knowledge aimed at teaching. From this perspective literary text teaching will be connected with the field of developmental language processes, of mother tongue based language education and related skills.
These models will highlight the educational value of research in