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.

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. IA Sep 25, 2017 Nov 11, 2017
Sem. IB Nov 13, 2017 Jan 20, 2018
Sem. IIA Feb 26, 2018 Apr 21, 2018
Sem. IIB Apr 23, 2018 Jun 9, 2018
Exam sessions
Session From To
Sessione Invernale Jan 22, 2018 Feb 24, 2018
Sessione Estiva Jun 11, 2018 Jul 28, 2018
Sessione Autunnale Aug 27, 2018 Sep 22, 2018
Sessione Straordinaria Jan 14, 2019 Feb 16, 2019
Degree sessions
Session From To
Sessione Estiva Jul 16, 2018 Jul 21, 2018
Sessione Autunnale Nov 12, 2018 Nov 17, 2018
Sessione Primaverile Apr 1, 2019 Apr 6, 2019
Period From To
All Saints Day Nov 1, 2017 Nov 1, 2017
Immaculate Conception Dec 8, 2017 Dec 8, 2017
Christmas break Dec 22, 2017 Jan 7, 2018
Easter break Mar 30, 2018 Apr 3, 2018
Liberation Day Apr 25, 2018 Apr 25, 2018
Labour Day May 1, 2018 May 1, 2018
Patron Saint Day May 21, 2018 May 21, 2018
Republic Day Jun 2, 2018 Jun 2, 2018
Summer break Aug 13, 2018 Aug 18, 2018

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 Enrollment FAQs

Academic staff


Blezza Silvia

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Burro Roberto

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Capiluppi Claudio

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Cecchi Sergio

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Cima Rosanna

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Dal Toso Paola

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De Cordova Federica

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De Silvestri Donato

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Dusi Paola

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Gamberoni Emanuela

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Garbellotti Marina

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Landuzzi Maria Gabriella

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Lascioli Angelo

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Lavelli Manuela

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Lonardi Cristina

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Loro Daniele

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Macor Laura Anna

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Melotto Federico

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foto1,  June 18, 2020

Migliorati Lorenzo

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Nicolini Andrea

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Pelgreffi Igor

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Pontrandolfo Stefania

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Porceddu Cilione Pier Alberto

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Portera Agostino

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Ronsivalle Gaetano Bruno

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Sità Chiara

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Stoffella Marco

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Tronca Luigi

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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 enrollment year.


1° Year 

A course to be chosen among the following
Foreign language (B1 level)

2° Year   activated in the A.Y. 2018/2019

A course to be chosen among the following
A course to be chosen among the following
A course to be chosen among the following
Training (-)

3° Year   activated in the A.Y. 2019/2020

A course to be chosen among the following
Final exam (-)
A course to be chosen among the following
Foreign language (B1 level)
activated in the A.Y. 2018/2019
A course to be chosen among the following
A course to be chosen among the following
A course to be chosen among the following
Training (-)
activated in the A.Y. 2019/2020
A course to be chosen among the following
Final exam (-)
Modules Credits TAF SSD
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.

S Placements in companies, public or private institutions and professional associations

Teaching code



Igor Pelgreffi





Scientific Disciplinary Sector (SSD)



Sem. 2A, Sem. 2B

Learning outcomes

Knowledge and understanding
1. To know the philosophical foundations of the main ethical and moral notions that intervene in the sphere of training experiences, with particular attention to the themes of the subject, of the person and of the interpersonal relationship.
2. To know the main philosophical and cultural models for describing personal identity and to be able to read the structure and complexity of educational processes in their multiple aspects: those linked to the person's emotions and body; those related to social aspects; those related to the relationship with the other; those related to the role of contexts and typical environments of the contemporary.
3. To know and understand the ethical and philosophical nature of the concept of formation, which should be understood not only as training for learners or users, but also as a process that transforms the formator.
4. Understanding the issue of personal identity formation, exploring the narrative dimension of the self and discussing the relationship between identity and the digital environment, an increasingly negligible dimension in today's educational practices.

1. To orientate critically oneself among the main theoretical, cultural and philosophical perspectives characterizing the ethical and moral questions connected to the pedagogic processes, with particular attention to the themes of the subject, of the person and of the interpersonal relationship.
2. To use the philosophical lexicon correctly, gaining a greater awareness of the fundamental concepts in the ethical and educational field, favouring the acquisition of a more responsible and aware action capacity in the different relational and educational contexts.
3. To conduct autonomously analysis of empirical situations typical of the contemporary world, inherent both the educational and the relational practices in general, tracing the terms of the problem of personal identity to philosophical categories and reinterpreting the lived experiences, by oneself or by others, at a greater complexity level.
4. To elaborate philosophically founded connections with respect to the problem of the formation of personal identity also in the web-digital environment.


Title: Personal identity, storytelling and digital environments

Synthetic description
The course will investigate the processes concerning our personal identity formation, in particular the relationship between personal identity, narration and web-digital environment.

- During the first lessons some personal identity models based on memory (starting from Locke) and on the notion of "social self" will be recalled.
- Then the relationship between personal identity and self-narration will be explored, based on some contemporary philosophical texts (including Adriana Cavarero, Paul Ricoeur, Aldo Giorgio Gargani). It will be highlighted how they allow a reflection on the concept of "history of a life" and "memory" able to highlight the link of three nodal elements in the process of identity formation: singular existence, the relationship with each other and the expression of the self. The role of corporeity will be investigated in the latter.
- In the second part of the course, the concepts dealt with in the first part will be applied to the analysis of self-narration and self-expression practices typical of the web environment. It will be discussed how the concept of narration, given the nature of the digital medium, can change consistently. We will deepen - through concrete examples and their theoretical discussion - the question of the construction of our digital identity, the mask and self-representation (for example through selfie), in their relationship with the device of social networks.
- In the concluding lectures we will try to show, taking up the concepts analyzed in the first part of the course, within which limits the internet can be considered a new self-narrative morphology that represents a form of "self care", in the sense that expression gave Michel Foucault.

Educational organization of the program development
The lessons will be mainly frontal, in order to discuss the essential contents of the program. However, there will be room for dialogue between the students and the lecturer, encouraging a participatory moment with interventions, questions and short debates on the issues discussed each time during the lesson or for clarification or further information on previous lessons.

Reference texts
Author Title Publishing house Year ISBN Notes
Ippolita Anime elettriche Jaca Book 2016 [solo le seguenti parti: Metamorfosi (pp. 31-45), Confessione (pp. 47-63), Genius (pp. 65-80)].
Remo Bodei Destini personali Feltrinelli 2002 9788807103384 [solo le seguenti pagine: pp. 37-53 e pp. 293-300].
Giuseppe Riva Selfie. Narcisismo e identità Il Mulino 2016
Adriana Cavarero Tu che mi guardi, tu che mi racconti. Filosofia della narrazione Feltrinelli 1997 [solo le seguenti pagine: pp. 7-64; pp. 173-178]

Examination Methods

• Reference texts
To achieve the learning objectives listed above, mandatory for everyone, attending and not attending, is the study of the following texts:

- P. Ricoeur, “L’identità narrativa” (disponibile al link, “Allegoria”, n. 60, 2009, pp. 93-104.
- A.G. Gargani, “La nascita attraverso la scrittura”, in “Anterem” 60, giugno 2000 (testo disponibile sul sito, solo le seguenti pagine: pp. 8-10.

- R. Bodei, Destini personali, Feltrinelli, Milano 2002 [solo le seguenti pagine: pp. 37-53 e pp. 293-300].
- A. Cavarero, Tu che mi guardi tu che mi racconti. Filosofia della narrazione, Feltrinelli, Milano 2001 [solo le seguenti pagine: pp. 7-64; pp. 173-178]
- G. Riva, Selfie. Narcisismo e identità, Il mulino, Bologna 2016.
- Ippolita, Anime elettriche, Jaca Book, Milano 2016 [solo le seguenti parti: Metamorfosi (pp. 31-45), Confessione (pp. 47-63), Genius (pp. 65-80)].

• In addition to the mandatory texts, students can read the following texts for a personal study of some parts of the program:

- F. Cambi, L’autobiografia come metodo formativo, Laterza, Roma-Bari 2005.
- L. Denicolai, Riflessioni del sé. Esistenza, identità e social network, “Media Education”, Vol. 5, n. 2, 2014, pp. 164-181 (disponibile on line al sito
- U. Fadini, Stravaganze. Annotazioni sull’addio in immagini, in I. Pelgreffi, Il filosofo e il suo schermo. Video-interviste confessioni monologhi, KE Edizioni, Tricase (LE) 2016, pp. 51-59.
- M. Foucault, Sull’origine dell’ermeneutica del sé, Cronopio, Napoli 2012.
- F. Scrivano, Diario e narrazione, Quodlibet, Macerata 2014.
- M. Serres, Non è un mondo per vecchi. Perché i ragazzi rivoluzionano il sapere, Bollati Boringhieri, Torino 2013.


The exam consists, both for attending and non-attending students, in an oral test, in the form of an dialogue on the contents of the program. The goal of the oral test is to to determine the expected learning outcomes. The evaluation, expressed in thirtieths, will take into account of:

- knowledge of the main contents of the exam program
- ability to reflect critically on the contents of the exam program
- ability to autonomously elaborate philosophically founded connections, referring to the references texts (and, in addiction the optional texts), with respect to the contents of the exam program.

Students with disabilities or specific learning disorders (SLD), who intend to request the adaptation of the exam, must follow the instructions given HERE

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: only in this way will you be able to receive notification of all the notices from your teachers and your secretariat via email and soon also via the Univr app.



List of thesis proposals

theses proposals Research area
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

Linguistic training CLA

Gestione carriere

Student mentoring

Practical information for students


Title Info File
File pdf 1 - Guida per lo studente - AGGIORNAMENTO 2022 pdf, it, 325 KB, 02/05/23
File pdf 2 - Guida per lo studente - AGGIORNAMENTO 2020 pdf, it, 212 KB, 02/05/23
File pdf 3 - Guida per lo studente - AGGIORNAMENTO 2013 pdf, it, 131 KB, 02/05/23

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.


Student login and resources